Exploring the Perception of Wisdom among Iranian Gifted School Teachers: A Descriptive Phenomenological Study

Document Type : Research Paper

Authors

1 Department of Psychology and Educational of children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran .

2 Professor, Department of Psychology and Educational of children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.

3 Department of Psychology and Educational of children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.

4 Department of Counseling, Educational Psychology and Foundations, Mississippi State University, MS, USA.

Abstract

The objective of the current investigation was to investigate the perceptions of wisdom held by Iranian gifted school instructors. In order to accomplish this objective, a descriptive phenomenological methodology was implemented. The statistical population of the research consisted of teachers from gifted schools in Isfahan in 2022. Purposive sampling was implemented to identify participants, and data acquisition was maintained until saturation was achieved. The study involved 21 teachers, with interviews lasting between 30 and 45 minutes. Eight of the instructors were male and thirteen were female. Interviews were conducted in-depth to facilitate a two-way dialogical exchange and obtain a comprehensive understanding of the teachers’ perspectives. The data derived from the interviews were analyzed using Clark and Brown's six-step model. Additionally, Lincoln and Guba’s four criteria were implemented to guarantee the credibility and validity of the investigation. The results indicated that the conceptualization of wisdom by gifted school teachers is characterized by three primary themes: cognitive and rational skills, communication and interpersonal skills, and compassion and concern for others. The results of this study suggest that teachers’ perceptions reflect certain aspects of wisdom, while others, as emphasized in the literature, are underemphasized.

Keywords

References

References
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Journal of Applied Psychological Research
Volume 16, Issue 1
March 2025
Pages 15-26

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History

  • Receive Date: 04 November 2022
  • Revise Date: 03 February 2023
  • Accept Date: 19 February 2023
  • First Publish Date: 20 January 2025
  • Publish Date: 21 April 2025

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