English Supervisors’ Perspectives of Supervision in Omani Public Schools

Abstract

The current study examined English supervisors’ perspectives of supervision in Omani public schools through the administration of a three-part, 13-category Likert-scale questionnaire. The questionnaire was distributed as part of a larger nation-wide investigation to 48 English supervisors in Omani schools and was completed by 35 participants. Areas examined included participants’ views of the supervisory process, including its effectiveness, supervisor roles and qualifications, challenges and opportunities for professional development, and the contributions supervision makes to teacher development. The questionnaire also explored participant engagement in a series of steps before, during, and after supervisor observation. Mixed attitudes about the supervisory process were reported, although a number of important concerns were raised about the way English supervision occurs in Omani government schools.