Abstract

This study aimed to investigate the competencies of teachers in teaching potentially gifted learners in five Special Science Elementary School (SSES) implementers in a congressional in Western Visayas, Philippines. Using a mixed methods research design, all thirty-six teachers accomplished a modified, validated, and pilot-tested teaching competence questionnaire (TCQ). After which, seven participants were chosen to participate in the focus group discussion. Data were analyzed using mean, standard deviation, and thematic analysis. The results showed that when taken as a whole, the teachers’ personal and instructional competence are highly competent. When grouped according to years in service, they were competent in their personal evaluation, enrichment procedures, personal characteristics, physical and mental competence, creativity, and instructional competence. In addition, based on the number of trainings attended, they were highly competent in their personal and instructional aspects, except for evaluation, enrichment procedures, creativity, and planning. Four key themes provided insights into their competencies and enriched the quantitative findings. These themes include (1) recognizing the unique traits of gifted learners, (2) the role in nurturing potential, (3) initiating teaching tools and strategies, and (4) embracing challenges and seeking support for continuous improvement. Teachers of potentially gifted learners believe that they have the competencies required to teach in the SSES program. However, they are challenged by the limited resources and training on gifted education. Targeted professional development programs focused on gifted education should be implemented especially for teachers without preservice training on special and inclusive education.