Evaluating the Predominant Attitudes of Teachers and Principals Towards Educational Programs for Gifted Students in Elementary Schools

: The current systematic review of the literature (SLR) is divided into different sections starting with the introduction section. That being said, there is a discussion section that broadly evaluates different topics in addition to the summary findings that emerge from the study by discussion, there are mixed results about teachers' prevailing attitudes toward gifted students, and there are programs developed in order to promote the special needs of gifted children that teachers and school administrators are aware of. The study methodology depends on conducting tests and examining opinions about the subject and the guidance that it applied, and concluded that the gifted show distinctive qualities that differ from other students, and therefore they need special intervention programs to achieve the best educational results, and there are some school principals and talented people who support the programs that It aims to help the gifted, and there are others who do not support these programs, and various governments support programs that help Gifted students in the educational process and dealing with them in a way that supports their talents, and there are recommendations that were deduced from the study, which is that attention should be paid to identifying gifted students in educational institutions to work on their involvement in educational programs for the gifted, especially in primary schools, and there must be a positive response towards gifted education programs by Teachers and school administrators, work to develop these programs.


Introduction
Education is the process of acquiring and discovering changing skills, principles and beliefs, and it is one of the activities that enable individuals to access everything that is new, or it is the activity that learners practice in a self-reliant manner that relies on a set of educational tools to assist learning (Bain et al., 2007).
Learning is a process that causes a change in human thought and its ability to do many different things, and through this we find that the educational process is not related to taking an educational course, nor to obtain a certificate or qualification, as taking it is neither evidence of learning nor evidence of reaching, and the desired goal is Integrating these skills, certificates and courses in memory, benefiting from them and the ability to apply them in a practical way and benefiting from them in life situations and for the benefit of society (Mark K. Smith, 2021).
A gifted student is a person who has an extraordinary will, ability, or performance that differs from the rest of his peers in one or more areas of society, especially in the areas of mental excellence, creative thinking, skills, abilities, special needs, and who has the ability to benefit society through his talent.
The gifted student needs special treatment in the educational process, as gifted and gifted students need educational programs for the gifted to improve their thinking and develop and advance their talents. Teachers and school administrators must work on upgrading the skills of the gifted and guiding them to serve the community, especially in the initial educational stages such as the primary stage (Ellen Braaten, 2015).

Statement of the Problem:
According to Hosseinkhanzadeh, Yeganeh, and Taher (2013), different students are gifted differently. Some students are exceptionally gifted and talented implying that special programs and resources may be required to meet their unique needs. Based on the prevailing literature, there have been mixed findings of the attitudes that teachers have towards gifted students. It follows that schools and institutions should ensure good programs are put in place to help all students achieve their best abilities. Apparently, the successful implementation of these special programs requires absolute support from the instructors and school administrators. As such, the assessment, prediction, and attitudinal change amongst the instructors towards the teaching of gifted students requires intensified efforts (AlGhawi, 2017). It should be noted that previous studies have shown mixed results regarding the attitudes of teachers and Hamdi strategies that teachers use to identify gifted children, and the programs that are developed To enhance the special needs of gifted children and develop their talents, and the prevailing attitudes of teachers and school administrators towards educational programs for gifted students in the primary stage, and thus the preferred methods for dealing with gifted students will be known.

The Hypothesis of Study
There are many hypotheses in the study, and the main hypothesis in the study is that there are trends for teachers and school administrators to deal with gifted students in the primary education stage, and there are other assumptions for the study, which are: There are needs of gifted students that must be met during the educational process, there are factors that can prevent or enhance the education of gifted students, there are strategies that teachers use to identify gifted students, and there are programs that are developed in order to enhance the special needs of gifted children and that teachers and school administrators are aware of these programs and implement These programs.

Purpose of the Study
The research findings from the current SLR can be utilized by different stakeholders such as policymakers, school leaders, and other education-based administrators in coming up with policies and guidelines that help promote the development and implementation of programs targeted at enhancing the learning experience and outcomes of gifted learners. With regard to objectives, it will help integrate existing knowledge in order to come up with more advanced and conclusive findings regarding the problem under investigation.

Inclusion/ Exclusion Criteria
In order to get a reasonable number of studies and ensure that only the most relevant studies are used, there was a need to utilize inclusion/exclusion criterion. For the purpose of the current study, a total of 20 resources were used.

Studies Included/Excluded
 Studies must be published less than 15 years ago  All study titles/topics must directly relate to the problem under investigation  All studies must be peer reviewed  Research articles were either systematic reviews (SR)/Meta-analytic (MA) or primary research  Articles are written in English

Data synthesis Method
Narrative synthesis was utilized in the current SLR, whereby different contents were screened and evaluated on the basis of key identified themes. Abstracts, titles and the entire content, where necessary, were critically scrutinized for confirmation with the identified themes.

Results
Many results have been reached, and many results indicate a deficiency in one of the aspects in dealing with gifted students, and these results have been reached: School principals and teachers have given up on the importance of special services for the gifted, there is a need for school principals to understand and implement the required programs as recommended by the Ministry of Education, and there is a need to integrate more practical opportunities Hamdi for effective teaching of gifted students, and there are different perceptions among respondents towards gifted students. The perception of teachers towards gifted children is affected by their levels of training, and there are various factors that affect the optimal education of gifted students, and sometimes gifted children have been marginalized due to the lack of effective programs, and there are clear barriers that must be addressed in dealing with gifted children.
On the other hand, there are many positive results that have been reached in many places, namely: Teacher candidates have positive attitudes toward teaching gifted children, and a large number of teachers have positive beliefs about gifted students, but special teacher education programs will enhance their knowledge and understanding regarding dealing with gifted students, and positive attitudes from teachers and parents toward implementing programs that promote the education of gifted learners. Gifted students have their own needs, so specially designed programs may help enhance their learning outcomes.
Thus, there are many negative aspects in many institutions that must be modified. On the other hand, there are positive aspects that characterize gifted education and the method of understanding.

Studies Included/Excluded After Reading Full-Text
As captured from the flow diagram, the initial search identified a total of 3, 210 studies from seven different databases. However, this was scaled down to 20 resources, which were the total number of articles included in the current research.

Overall outcomes
Based on the analysis of the different resources used in this SLR, there is a concession that implementing programs that focus on gifted students is highly essential. There have been mixed findings regarding the attitudes that the teachers and school administrators have towards the talented students, but based on research, appropriate training would help change the mindset of the teachers so that they can be supportive of the gifted-student-oriented programs.

Predominant Attitudes
Based on the already existing body of literature, there is a concession amongst most researchers that gifted students exhibit unique and outstanding characteristics compared to their peers (Akkanat & Murut, 2017;Needham, 2012;Ozcan, 2014;and Güçyeter et al., 2017). For instance, research conducted by Akkanat and Murut (2017) determined that gifted learners do not only exhibit exemplary cognitive abilities but also inimitable social and emotional attributes. However, and despite these characteristics, researchers have emphasized the importance of implementing specialized programs to cater to the unique needs of gifted students. For instance, and in their study, Bain et al. (2007) noted that the idea that gifted students can succeed in their academics without any extra support is just a myth. Additionally, the authors observed that there is no empirical evidence demonstrating the capability of gifted students to thrive without the benefit of special services (Bain et al., 2007). Unfortunately, some of the teachers have still held that these unique qualities as demonstrated by gifted students is enough for them to succeed academically without much assistance in setting up new facilities that would help enhance the inimitable capabilities.
In other studies, such as the one carried out by Polyzopoulou et al. (2014), it was concluded that most of the teachers do not have requisite skills in the teaching of gifted students. For instance, it should be noted that gifted students are highly creative and innovative. Moreover, and unlike their peers, these students have a natural inner interest in science subjects and will always seek to discover and have an indepth understanding of some phenomenon. This means that this category of learners is sometimes highly curious and inquisitive to their teachers (Benny & Blonder, 2016). Unfortunately, most of the teachers trained in the handling of regular classrooms perceive these inimitable attributes as evidence of inappropriate behaviors (Gagné, 2018). These students may appear as being arrogant or trying to "outsmart" their teachers. As observed by Matheis et al. (2017), a teacher's self-efficacy is very core in his/her overall content delivery. This entails their beliefs on the capability to deliver on what is required for the students. Unfortunately, such confidence is challenged by the gifted students unlike the case with the normal classroom. Eventually, the teachers may at times demonstrate extreme attitudes towards the Hamdi gifted learners. The above findings are supported by Caldwell (2012) who observes that the U.S. education system is undergoing major transformations as a way of recognizing and appreciating the unique needs of the gifted students. This is a clear demonstration that the educational stakeholders in the country have already identified the strongly engraved negative attitudes among the teachers towards gifted learners. Similar findings have also been exhibited within the Middle East context where programs are being put in place to alter the teachers' mindset as well (Almulla & Fateel, 2017).
Furthermore, and according to Rowan and Townend (2016), some of the teachers and school administrators perceive the gifted students as a unique "challenge." The authors note that most of the teachers are trained to handle regular classrooms. In other instances, there has been an emphasis on the training of special needs children, but the issue of gifted students has not been fully incorporated within most of the educational systems. With increasing diversities and unique needs of the learners, the teachers may be required to adjust in order to fully incorporate the inimitable needs of the gifted learners. The implementation of the programs aimed at addressing the unique needs of the gifted learners also comes with new challenges, whereby the teachers may be required to go back to study to effectively deliver based on the requirement of such programs. In the end, some of these teachers become increasingly opposed to the programs due to the extra requirements (Barrington, 2014).
However, it is also important to mention that there are some researchers who have demonstrated a positive attitude by teachers to gifted students. For example, research that supported these sentiments is the one carried out by Laine (2016), which concluded that most of the views and perceptions demonstrated by the teachers featured in the study supported the gifted learners. As evident from the study, some of the teachers normally use non-evidenced based practices when teaching gifted students. In so doing, their aim is to ensure that they acknowledge and deliver the content based on the unique needs of the gifted students. Although such practices are not research or evidence-based, it is a clear demonstration that some of the teachers increasingly continue to recognize and appreciate the unique attributes of the gifted students. As such and as opposed to the sentiments raised by Gagne (2016), this phenomenon demonstrates that some of the instructors are not offended by the exemplary capabilities exhibited by the gifted learners. These findings further confirm those established by Güçyeter et al. (2017), indicating that the general Turkish populace perceives problem-solving skills, creativity, innovativeness, humor, and wisdom as some of the unique attributes that separate gifted people from the rest of the population. The same phenomenon is replicated within the educational setting; whereby gifted learners are admired for their abilities to come up with solutions that help to resolve prevailing problems. In other words, they are conceived as being problem solvers and solution creators. In this view, Güçyeter et al. (2017) note that the teachers and school administrators in the Turkish context are highly supportive of such students and hence, highly supportive of any programs and policy proposals aimed at promoting this concept of "giftedness." Similar findings are also supported in yet another study carried out by Ozcan potential contribution to the current problem under investigation. Finally, the confidentiality of all the respondents in the different research articles incorporated in the current research was also protected.

Limitations
Similar to any other research, the current SLR was subjected to some limitations. One of these was the issue of the available time frame. Having to attend other school activities, the project was highly demanding for me to deliver it within the stipulated deadline. This is besides the large number of resources that were retrieved from the search engine and which required close scrutiny for elimination and eventual arrival of the appropriate number for utilization in the current study. Secondly, there was also the issue of self-reported data, which eventually leads to biased and skewed results. In this case, a researcher may have a pre-determined position or expectations regarding the particular topic under investigation. However, high levels of objectivity were observed in order to counter such issues. Thirdly, it was highly challenging to find credible, reliable, and valid resources.

The Results of Study
1-Gifted students show characteristics that differ from other students, and therefore they need special intervention programs to achieve the best educational outcomes. 2-There is a difference in the attitudes of teachers and school administrators towards gifted students, as there are some of the school principals and gifted students who support programs aimed at helping gifted students, and there are others who do not support these programs. 3-Various governments support programs that help gifted students in the educational process and deal with them in a way that supports their talent.

The Recommendations of Study
1-Interest in identifying gifted students in educational institutions to work on involving them in educational programs for the gifted, especially in elementary schools. 2-There should be a positive response towards educational programs for the gifted by teachers and school administrators, and work to develop these programs. 3-Increasing the support of educational programs for the gifted by the various governments in educational institutions, and ensuring the implementation of these programs.