درجة استخدام معلمي الطلبة الموهوبين لاستراتيجيات التدريس الفعال وعلاقتها بخبرتهم ونوعهم الإجتماعي في دولة الكويت
The study aimed to determine the degree to which teachers of gifted students use effective teaching strategies with gifted students in the State of Kuwait. The study sample included 71 teachers of gifted students in the State of Kuwait for the academic year (2023/2024). To achieve the aim of the study, he constructed the study tool and verified its validity and reliability. The researcher used a descriptive survey methodology to answer the study questions. The results showed that the study sample’s estimates of the degree to which teachers of gifted students used effective teaching strategies with gifted students in the State of Kuwait, from their point of view, were high, as the field of ethics came in first place with the highest arithmetic average, while the field of services and programs came in last place with a high rating. The results indicated that there were no statistically significant differences due to the impact of gender in all areas and in the total score. The results also showed that there were statistically significant differences at the significance level due to the effect of experience in all fields and in the tool as a whole, with the exception of social and cultural skills. There were statistically significant differences between more than 10 years on the one hand and between less than 5 years and 5-10 years on the other hand, and the differences came in favor of more than 10 years in the evaluation. There were statistically significant differences between those who were more than 10 years old on the one hand and those who were less than 5 years old and 5-10 years old on the other hand, and the differences were in favor of those who were less than 5 years old and 5-10 years old in both curriculum planning and teaching strategies. There were statistically significant differences between those aged less than 5 years and more than 10 years, and the differences were in favor of more than 10 years. There were statistically significant differences between those aged 5-10 years and more than 10 years, and the differences were in favor of those aged 5-10 years in the educational environment and educatio professional. The study recommended the need to provide teachers with more training on applying effective strategies with gifted students. There were statistically significant differences between those aged less than 5 years and more than 10 years, and the differences were in favor of less than 5 years, and there were statistically significant differences between those aged 5-10 years and more than 10 years, and the differences were in favor of more than 10 years in communication skills. There were statistically significant differences between less than 5 years and more than 10 years, and the differences were in favor of less than 5 years, and there were statistically significant differences between 5-10 years and more than 10 years, and the differences were in favor of 5-10 years in services and programs. It was also found that there were statistically significant differences between more than 10 years and less than 5 years, and the differences were in favor of more than 10 years in ethics. The results also indicated that there were statistically significant differences due to the effect of experience between less than 5 years and more than 10 years, and the differences were in favor of less than 5 years, and there were statistically significant differences between 5-10 years and more than 10 years, and the differences were in favor of more than 10 years in effective teaching strategies as a whole. The study recommended the need to provide teachers with more training on applying effective strategies with gifted students. (Author’s abstract)