摘要：Gifted students require special services in schools that address their cognitive, physical, language, emotional, social, and academic needs. This study, therefore, investigates the extent to which gifted education is implemented in Private Primary Schools (PPS) in Hadhramout district in the Republic of Yemen from the perspective of schoolteachers. A descriptive quantitative approach was employed with data collected via a structured questionnaire developed by the researchers. This consisted of 36 items covering five domains: Identification of Gifted Students (IGS), Curriculum Materials (CM), Staff Development (SD), Evaluation of Gifted Students’ Performance (EGSP), and Evaluation of Services of Gifted Students (ESGS). In this district, there were 60 PPS with 1500 teachers and more than 20 , 000 students from grade 1 to 9. The sample consisted of 300 teachers (Female = 171 and Male = 129). The results revealed that the extent of implementation of four domains, namely IGS, CM, EGSP, and ESGS, was at a low level. However, the extent of implementation of the SD domain was at an average level. Therefore, the overall extent of implementation of gifted education was low. This leads to two major recommendations. Firstly, PPS should focus on the implementation of gifted education to meet the needs of gifted students. Secondly, more robust research is required to investigate the implementation of gifted education in both private and public schools.
