Exploring the role of middle leaders in supporting mathematically gifted students

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.