@misc{10481/104136,
year = {2025},
url = {https://hdl.handle.net/10481/104136},
abstract = {This research explores the role of middle leaders in supporting mathematically gifted
students. While much of the literature on gifted education emphasizes academic
outcomes, this study shifts the focus to the perceptions of middle leaders in fostering
an inclusive and supportive environment that nurtures mathematically gifted students.
Drawing on data from 34 middle leaders in a district of Free State Province, South
Africa, the study uses semi-structured interviews. The data were analyzed through
thematic analysis, and the findings are framed within the Distributed Leadership
Theory (DLT), which sees leadership as shared across roles, leveraging collective
expertise in decision-making and problem-solving.
The study reveals that middle leaders recognize the importance of providing an
environment where gifted students are neither isolated nor disengaged. They highlight
the need for clear communication of desired learning outcomes, as well as for giving
students agency over their educational journey. These leadership practices align with
the broader aim of creating a more equitable and transformative educational
experience for gifted students. The insights provided by middle leaders in this study contribute valuable evidence to the literature on leadership in education, offering
practical recommendations for improving support for mathematically gifted students
and empowering them to drive meaningful change in society.},
publisher = {Universidad de Granada},
keywords = {Educational provision},
keywords = {Inclusive education},
keywords = {Middle leaders},
keywords = {Mathematically Gifted Student},
keywords = {Transformative learning},
title = {Exploring the role of middle leaders in supporting mathematically gifted students},
author = {Kalobo, Lukanda},
}