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.
