A SURVEY OF TEACHERS’ PERCEPTIONS OF VIETNAM’S GIFTED EDUCATION SYSTEM

Although Vietnam’s gifted high school system has long been central to identifying and nurturing high-achieving students, empirical evidence on teachers’ perceptions and practices within this system remains limited. This study examines specialized school teachers’ views on gifted education, professional development, instructional practices, and the perceived role of gifted schools. Data was collected through an online survey of 3,467 teachers from 72 gifted schools in 34 provinces/cities. The findings indicate that teachers generally possess a strong academic foundation and strongly support the gifted-school model. However, they also report constraints related to specialized professional development, foreign-language capacity, and the use of student-centered instructional approaches. The study provides empirical evidence for designing more targeted teacher-development policies and for improving the quality of gifted education in Vietnam.