Preferred Social, Emotional, and Behavioral Characteristics of Instructors From Gifted Students Perspectives

Majed Mohammad Al-Khayat, Fatima Eid Zaid AL-Adwan


The main aim of this study is to investigate the specific social, emotional and behavioral characteristics that the gifted students prefer to have their instructors’ during the first university year at Al Balqa Applied University. Study sample consisted of (60) gifted students (Male and female). A validated scale was developed to measure instructors’ characteristics. Results revealed that the means for the social characteristics were the highest, followed by the emotional characteristics, and then behavioral characteristics. The results also showed that there were statistical significance differences in emotional, social and behavioral characteristics according to the teacher’s gender. While female teachers were more interested in the emotional dimensions, male instructors were interested in social and behavioral characteristics. Further, there were significant differences in the subscales according to specialization in favor of Humanities Colleges.


Social characteristics; Emotional characteristics; Behavioral characteristics; Gifted students

Full Text:



Arnold, C. (2006). An exploration of the experiences of four gifted children in the western school board of PEI (M.Ed.). University of Prince Edward Island (Canada).

Chamberlin, S. A. (2008). An examination of articles in gifted education and multicultural education journals. Journal for the Education of the Gifted, 32(1), 86-99.

Chan, D. W. (2001). Characteristics and competencies of teachers of gifted learners: The Hong Kong teacher perspective. Roeper Review, 23 (4), 197-202.

Davis, G. A., & Rimm, S. B. (1998). Education of the gifted and talented (4th ed.). Boston: Allyn and Bacon.

Esfandiari, M., & Witterock, M. (1999). Generative teaching and personality characteristic of student teachers. Teaching and Teacher Education, 2(4), 355-363.

Hargrove, K. (2005). What makes a “good” teacher of the gifted “great”? Gifted Child Today, 28(1), 30-31.

Horsley, J. M. (2010). How high ability students perceived the practice of influential teachers. New Zealand Annual Review of Education, 19, 114-129.

Mills, C. J. (2003). Characteristics of effective teachers of gifted students: Teacher background and personality styles of student. Gifted Child Quarterly, 47(4), 272.

Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp.217-245). Boston, MA: Cambridge University Press.

Rosemarin, S. (2014). Should the teachers of the gifted be gifted? Gifted Education International, 30(3), 263-270.

Rusbult, C. E., & Van Lange, P. A. M. (2003). Interdependence, interaction, and relationships. Annual Review of Psychology, 54, 351-375.

Sanders, W. I., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future students’ academic achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center.

Shavinina, L. V. (2009). A unique type of representation is the essence of giftedness. In L. V. Shavinina (Ed.), The international handbook on giftedness (pp.231-257).

Siegle, D. L. D. R., & Melissa S. M. (2014). Honors students’ perceptions of their high school experiences. The influence of teachers on student motivation. Gifted Child Quarterly, 58(1), 35-50.

Tischler, K., & Vialle, W. (2009). Gifted students’ perceptions of the characteristics of effective teachers. In D. Wood (Eds.), The gifted challenge: Challenging the gifted (pp.115-124). Merrylands, Australia: NSWAGTC Inc.

VanTassel-Baska, J., & Johnsen, S. (2007). National teacher education standards: A vision for the21st Century. Gifted Child Quarterly, 51(3), 20-28.

Vialle, W., & Quigley, S. (2002). Does the teacher of the gifted need to be gifted? Gifted and Talented International, 17(2), 85-90.

Yeh, Y. (2006). The interactive effects of personal traits and guided practices on pre service teachers changes in personal teaching efficacy. British Journal of Educational Technology, 37, 513.



  • There are currently no refbacks.

Copyright (c) 2016 Canadian Social Science

Share us to:   


  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:;;

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).


Website: Http:// Http://,

Copyright © Canadian Academy of Oriental and Occidental Culture