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

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 .