Public school principals’ role in supporting mathematically gifted students by equipping them with 21st-century skills

Purpose This study aims to evaluate the role of public-school principals in supporting mathematically gifted students by fostering 21st-century skills, such as critical thinking, analysis, reasoning and creativity, while bridging the community and school to enhance student development. Design/methodology/approach A descriptive survey was conducted with a questionnaire distributed to 548 teachers to gather insights into the role of school management in enhancing 21st-century skills. The 40-question survey covered demographic variables and three main themes – learning and creativity, professional and life skills and digital literacy – with participants selected through simple random sampling. Findings A high level of school management involvement in fostering 21st-century skills, with a mean score of 3.66 out of 5. Sex-based differences were observed, with male administrators receiving greater evaluations in supporting digital, professional and life skills. Research limitations/implications This study’s reliance on a closed-ended questionnaire limits the depth of insights into teachers’ nuanced perspectives on how school administration fosters 21st-century skills among mathematically gifted students. Future research should incorporate qualitative methods for richer and more comprehensive data. Originality/value This study explores the role of public school principals in fostering 21st-century skills among mathematically gifted students. It highlights the administrative influence on skill development through resource provision and innovative teaching, offering new insights into the intersection of school leadership and gifted education.