Teacher Identification Of Gifted And Talented Students In The Study Of Accounting: A Survey Of Selected Second-Cycle Institution In Accra Metropolis

Abstract

The focus of this study was to explore teachers’ ability to identify gifted and talented students in the study of accounting. The case study design was used which employed qualitative approach to gather important data from the respondents. Twenty-four (24) accounting teachers, three (3) heads of department and three (3) chairpersons of guidance and counselling committees were the participants for the study. Data for the study was collected through interviews, focus group discussions, and documentary review. The data for the study was analyzed through triangulation to ensure edibility and reliability. It emerged from the study that, teachers are concerned about a variety of class management concerns. The study further revealed that, teachers have insufficient awareness of giftedness and educating gifted children. The study therefore recommends that stakeholders in education (MoE, and GES) should consider providing teachers with relevant materials to handle variety of classroom issues. Again, a professional development training programme for teachers would be needed to enable teachers to obtain in-depth knowledge about gifted/talented students.