Collaborative Interrelationship Dynamics Associated with Gifted and Talented Enrichment Programs in Saudi Arabia

Abstract

The collaborative interactive dynamics among key stakeholders during the implementation of enrichment programs for gifted and talented students can have significant implications for program effectiveness and learning outcomes. The aim of this study was to identify what aspects of collaboration were perceived by teachers, parents, and gifted students to best support the implementation of high school-based enrichment programs for gifted students in Saudi Arabia. The focus was on participants’ perceptions of collaborative interrelationships as key stakeholders in the enrichment programs, and to the variables most likely to support or hinder collaboration during program implementation. The study utilised a sequential exploratory mixed-methods design, with a quantitative phase followed by a qualitative phase. The research sites were 30 schools from five regions throughout the Kingdom of Saudi Arabia (KSA) that currently implement school-based enrichment programs for gifted students. Purposive sampling methods were used to recruit 758 participants (243 teachers, 250 parents and 265 gifted students). All participants completed a self-report questionnaire that used 7–point Likert variable scales to collect quantitative data related to their attitudes toward working collaboratively on school programs in general, actual collaborative practices, and their perceptions of the collaborative infrastructures and practices at the school. Qualitative data pertaining to these aspects were collected via individual semi-structured interviews with 30 participants. The main findings were that the participants regarded face-to-face interactions and the use of technological platforms to be the most effective means of communicating with other stakeholders. Notably, gender was found to be a significant factor in relation to the level of collaboration engaged in by gifted students. The most common types of collaborative practices engaged in by teachers, parents and gifted students were essentially communicative in nature. Participants also regarded the provision of targeted training to help teachers improve their skills in establishing and maintaining effective collaborative networks with parents and gifted students as a key factor in producing effective collaborative outcomes. The findings provide considerable insight into the collaborative interrelationship dynamics among teachers, parents and gifted students during the implementation of a school-based enrichment education program. The implications for enrichment education provision to gifted students in Saudi Arabia include the need for greater policy direction from the Saudi Ministry of Education on ways to enhance collaboration among stakeholders, and more support for Saudi high school enrichment program teachers to facilitate better student-centred collaborative practices.