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<span lang="EN-US">Research on giftedness and gifted education has a rich history. Researchers have consistently pointed to the educational leadership perspectives on giftedness, and inequitable identification of policies and practices in gifted education. Research suggests there is a widening gap in the level of comprehensive knowledge in gifted education that is critical for school improvement. This paper examined school principals’ (n=29) perceptions regarding giftedness among Bahraini students. The study focuses on exploring the characteristics school principals attribute to giftedness in their schools, the methods employed by schools to identify gifted students from the school principals' perspectives, and the educational provisions school principals used to support gifted students in their school. The study also searches for any significant differences among school principals in their views on these three dimensions. The study employed quantitative methodology and the analysis of the research questionnaire included descriptive and interpretive analysis (ANOVA and T-test). The findings indicate that the school principals looked at giftedness mainly from an academic and school perspective. The results indicate some dissonance between what the principals’ perceptions on giftedness are and the educational support that they provided to the gifted students in their schools.</span>

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The aim of this study is to determine the level of self-evaluation of communication skills for teachers of business subjects in secondary education according to gender, subject and years of experience. To achieve these objectives, the researcher depended on the following: review the literature, the results of previous studies, preparing the self-evaluation of communication skills scale (SECSS) for (speaking, listening 30 Items), 15 for speaking, and 15 for listening. Then, the scale was applied on (117) teachers of business subjects (74 Female and 43 Male). The study came out with many results including: the level of self-evaluation of the communication skills (listening & Speaking skills) for teachers of business subjects in secondary education on the scale throughout the sample as a whole, according to gender, according to subjects except Economics and years of experience was not satisfactory. Similarly, the level of self-evaluation of the communication skills for teachers of business subjects in secondary education on speaking skills for the whole sample, or according to gender, or subjects and years of experience was not satisfactory. However, the level of self-evaluation of the communication skills for teachers of business subjects in secondary education on listening skills for male teaching Economics and Art of Selling, with less than 5 years and more than 5 years experience was satisfactory. The level of self-evaluation of the communication skills for teachers of business subjects in secondary education on listening skills for the sample as a whole, or female, or teachers teaching Accounting, IT, and Law with experience less than 3 years was not satisfactory. There were no statistically significant differences in communication skills for teachers of business subjects in secondary education in the Kingdom of Bahrain according to gender, subject and years of experience. The study contained recommendations to develop communication skills for teachers of business subjects in secondary education in the Kingdom of Bahrain.