Abstract

This study aimed to measure the attitudes of middle school teachers towards nurturing talented students in gifted schools and their reactions to the transition of gifted students from their regular classes to gifted schools based on different variables such as gender, years of experience, and the scientific department in Kuwait. The study sample consisted of (477) middle school teachers, selected by a simple random approach. The researchers also adopted the descriptive analytical approach to suit the nature of the research, where the researchers developed a questionnaire that measures teachers' attitudes towards the fostering talented students which focuses on three dimensions or areas: aggregation (grouping), special services, and social value; also, they developed semantic deferential scale to understand the attitudes of teachers about the transition of their gifted students from their classes to gifted schools. The results showed that the attitudes and reactions of teachers about the transition of talented students from regular to gifted schools were generally neutral, while the results on the mobility of teachers themselves were high. The results also showed statistically significant differences attributable to the years of experience in favour of teachers with more than 20 years of experience. The results also showed statistically significant differences in the field of special services and the transfer of gifted students to gifted schools based on the scientific department. The gender variable has no effect in all areas except for the teachers themselves moving to talent schools for the benefit of males. Further discussion is highlighted followed by proposing some recommendations and putting forward some research ideas in this area.