The Relationship Between Gifted Secondary School Students' Cognitive Constructs Regarding Effective Teacher Characteristics and Values ​​Education

Abstract

This study aims to identify the mind maps of gifted students in secondary education regarding an effective teacher, to reveal both shared and divergent cognitive constructs related to effective teaching, to analyze these constructs within the framework of values education. Teachers, one of the fundamental components of the education system, play a critical role in enabling students to acquire knowledge, skills, habits, and attitudes. This case study was conducted to examine the cognitive constructs of gifted students from different age groups attending various secondary education institutions with respect to effective teachers, and to determine the values associated with effective teaching.

To access the participants’ personal theories of effective teaching, the repertory grid technique—an inquiry method rooted in Kelly’s (1955) Personal Construct Theory and widely used as a data collection tool in clinical psychology—was employed. Following the analysis of repertory grids using the Rep Plus V1.1 software, students’ personal theories were categorized under professional knowledge and skills and personal characteristics. Individual interviews were then conducted with participants, and the values associated with these characteristics were identified. Content analysis and interviews ensured data triangulation, enhancing the validity of the findings while allowing for a deeper exploration of participants’ personal theories.

The findings indicate that participants shared similar views regarding the necessity of innovativeness and subject-matter expertise in effective teachers. Moreover, teachers’ personal characteristics were perceived as more significant than professional attributes in models of effective teaching. Finally, justice, dedication, empathy, and love emerged as the core values that effective teachers should possess.