Teachers' Views on the Readiness of the Education System for Work with Gifted Students

This study examines the readiness of the Kosovo education system to integrate gifted and talented students within an inclusive educational framework, aiming to identify both the barriers and the resources necessary for successfully implementing such a model. The central research question seeks to assess the system's capacity, encompassing institutional, legislative, and practical aspects that influence the inclusion of gifted students in mainstream education. The study employed a quantitative approach to explore teachers' perceptions of the readiness of the educational system in Kosovo to support talented students. Data were collected from 225 primary school teachers across 11 municipalities using the "Questionnaire on the Readiness of the Educational System for Work with Talented Students" (PPSAPNT), an adaptation of a validated instrument. The questionnaire, consisting of 68 items across five factors, was administered via an online link facilitated by school principals. Responses were measured on a 5-point Likert scale, and the instrument demonstrated excellent internal consistency (Cronbach's Alpha = 0.925). Descriptive statistics were used to analyze the data, providing insights into teachers' perceptions and the variability of their responses. The findings emphasize the importance of developing a system of continuous professional development for teachers, improving existing educational norms, and fostering greater collaboration among various stakeholders in the education system. It also highlights the need for better alignment between national policies and local needs and resources to ensure gifted students' sustainable and effective inclusion. Through an in-depth analysis of these three levels, this study contributes to a broader understanding of the challenges and opportunities in providing educational support to gifted and talented students in Kosovo.