GIFTED’ TEACHERS STAGES OF CONCERNS FOR INTEGRATING E-LEARNING IN THE GIFTED SCHOOLS IN JORDAN

ABSTRACT

No study has investigated the gifted’ teachers stages of concerns for integrating e-learning in their teaching. Thus, this study was conducted to explore these concerns. Mixed methods were used to gather data around the research questions. A number of 22 gifted’ teachers participated in this study. The Arabic version of the Stage of Concern Questionnaire (SoCQ) was used and followed by interviews. The results showed that the participants’ scores of self-concerns (Stages 0, 1, and 2) are relatively high, the task concern (Stage 3) is lower, and the impact concerns (Stage 4, 5, and 6) are low as well. Results revealed a low interest of the participants in the e-learning relative to other activities. Females have positive concerns towards e-learning and higher interest in e-learning than males, while negative concerns towards e-learning found in males’ profile.