Strategies used by primary school teachers to identify pupils with non-academic talents in Tanzania

Abstract

This study explored the strategies primary school teachers use to identify pupils with non-academic talents. A qualitative research approach was employed, using a multiple case study design. Data were collected from 70 participants through focus group discussions, observations, document reviews, and interviews and analysed using content analysis. The findings revealed that pupils with non-academic talents were identified through self-identification, teacher observation, parental input, peer identification, and assessment of performance. The study concluded that these strategies enable teachers to recognise pupils' non-academic talents and develop appropriate intervention programmes to nurture them. Based on these findings, it is recommended that schools continue to implement talent development programmes through targeted instructional practices and assessment tools. Specialised teacher training is also essential to support the identification and development of diverse talents, fostering a more inclusive and responsive learning environment.