| The main purpose of this study was to explore the competencies for
teachers of gifted students in elementary school. The analysis was based on the
ratings of importance and acquirement of the competencies to find out the
priorities in each professional competency that is needed to be developed in the
future teacher training.
Data were collected from the questionnaire of 226 teachers of gifted students in
elementary school and individual interview of 5 veteran teachers of gifted
The findings of this study are as following:
1. There were seven competency areas which were rated by teachers of gifted
students in elementary school and the order of importance was working attitude
and characteristics, consulting and behavior management, curriculum development,
instructional strategies and activities, communication skills and related
2. Most of teachers of gifted students in elementary schools had lower
professional acquirements in generally, but they thought that they had better
competency in their own working attitudes and characteristics than others. The
other professional competency areas, consulting and behavior management,
curriculum development, instructional strategies and activities,
EduPsychological assessment, communication skills, related giftedness knowledge,
were regarded less awareness.
3. Male teachers of gifted students, teachers with graduated degree of gifted
students, resource teachers of gifted students had higher professional
4. Teachers of gifted students thought that related giftedness knowledge,
communication skills, EduPsychological assessment and subjective curriculum were
regarded as that priorities in the continuing professional development for
teachers of gifted students.
5. Teachers of gifted students should: possess a personality of pursuing new
knowledge, be enthusiastic teaching, be aggressive in professional growth.
Recommendations, based on findings of the study, were made for education
administration, teacher cultivating institution, and future study.