Purpose: This study aimed to examine the role of intellectual capital in the management of talents among gifted secondary school students. Methods and Materials: A mixed-methods approach was used, combining qualitative and quantitative data collection. The quantitative component involved a binomial test to assess teachers' perceptions of intellectual capital in their schools, with a sample of 108 teachers from gifted secondary schools. The qualitative component consisted of interviews with 16 teachers, principals, and experts to explore their views on the factors influencing talent management. The data were analyzed using MAXQDA software for coding and SPSS for statistical analysis. Findings: The results showed that intellectual capital, particularly human capital, plays a significant role in the management of gifted student talents. Over 90% of the teachers rated intellectual capital and its components (human, structural, and relational) as being above average in their schools. The qualitative analysis identified four key factors influencing talent management: structural, school-related, individual and personality-related, and environmental factors. These findings highlight the importance of investing in intellectual capital to optimize talent management in educational institutions. Conclusion: The study concludes that intellectual capital is a critical determinant of successful talent management in schools. Schools with high levels of human, structural, and relational capital are better equipped to identify and nurture gifted students. Strengthening intellectual capital through teacher training, organizational support, and community engagement is essential for enhancing the effectiveness of talent management strategies.
Sasani et al. (Mon,) studied this question.