Parallel Session Proceedings »
3.5.9 Primary School Principals' Support Toward Teaching and Learning of Gifted Learners in Inclusive Classrooms
In its emphasis on the significance of mathematical education with skilful learners, the departments of Science and Technology warned that South African talented Maths students went to waste (Department of Science and Technology, 2008). The report further says that its youth missed the opportunity in developing themselves through Maths and Science education. Similarly, National Planning Commission NPC (2011) acknowledged the negligence on the country’s capability component - the gifted students. Then NPC (2012) recommended that opportunities for excellence be provided for such talented students. The MST task team also found that the focus is on under-performing schools than on gifted and MST potential learners. Then they recommended the incorporation of MST talent development programmes into the revised national MST strategy, as well as MST boarding school provincially (Department of Education, 2012). Given the recommendations on gifted education, the principal is the school manager who manages his/her school towards effective teaching and learning. The role of the principal is critical because he/she provides the resources and Gagné (2015) name them important catalysts in the developmental process of gifts into talents. Therefore, this study sought to explore principals’ support toward teaching and learning of gifted learners in inclusive classrooms. This study asked these questions: 1. To what extent do principals support ongoing staff development opportunities with provision about gifted education in their schools? 2. What educational training or experience do principals have in supporting mathematics teachers toward gifted learners’ needs? The study emerged from the suggestion of identifying gifted students as early as pre-kindergarten (Gagné, 2007). However, it is argued in Singapore that students from disadvantaged background will perform better given the opportunity on gifted entrance exams after three years of primary school, because not all children have the same academic exposure level prior to the start of formal schooling. Mhlolo (2017) indicated that Galton’s philosophy would be perpetuated if support is not provided to gifted students in primary schools. Given this, this qualitative study collected data through interviews from twenty primary school principals of Motheo and Xhariep districts in Free State province. The results show that 19 principals support their teachers through workshops, PLCs and conferences such as AMESA. However, when enquiring this support further we found that gifted learners’ needs were not addressed but neglected in regular classrooms. We critically found that principals lacked training as catalysts in the developmental process of gifts and talents (Gagné, 2015).