Teacher identified giftedness qualities in a Ghanaian school setting: A brief report

Published in: Journal of Psychology in Africa
Volume 27, issue 6, 2017 , pages: 545–548
DOI: 10.1080/14330237.2017.1375224
Author(s): Kingsley NyarkoDepartment of Teacher Education, Ghana, Nuworza KugbeyDepartment of Family and Community Health, Ghana, Christopher M. AmissahDepartment of Psychology, Ghana, Michael Ansah-NyarkoDepartment of Psychology, Ghana, Fred BoatengDepartment of Educational Leadership, Ghana


This study explored the nature and indicators of giftedness in school children from the perspective of Ghanaian school teachers (n = 30, females = 40%; age range = 24 to 60years). The teachers responded to semi-structured interviews. Results from thematic analysis of the data revealed that teachers perceive giftedness to be domain-specific and mostly identified by teachers during instruction of the learners. The teachers were of the view that parents/guardians of the learners are less helpful in the identification of giftedness in their children, as compared to teachers. The findings have some implications for giftedness research in Ghana and beyond.

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