Omani Teachers Research Articles

EFL teacher research engagement: Towards a research-pedagogy nexus

Research has shown a wide range of benefits from teacher research engagement in the advancement of pedagogy, teacher’s personal growth and their professional development. Focusing on an Omani English as a Foreign Language (EFL) tertiary context, the present study explores EFL teachers’ views and perceptions about research engagement with the view of informing the practice as part of a transformative Continuing Professional Development (CPD) model. The investigation uncovers Omani teachers’ perceptions about the extent to which teachers engage in research, the lack of research engagement among teachers and their suggestions for increasing and sustaining teacher research engagement. The study adopted a qualitative methodology with semi-structured interviews being the main method of data collection. Twenty Omani EFL teachers took part in this research and face-to-face tape-recorded interviews were conducted with the participants. The interview data was transcribed and coded thematically and inductively. Results showed that there was no consensus as to what research engagement was, yielding no generalisable or conclusive data. However, the teachers did report several personal and institutional challenges, which enriched the data on their proportions on a range of ways whereby the level of teacher research engagement could be fostered and sustained. The interviews informed the recommendations of this research and are presented and discussed to advance the practice of research engagement as a transformative CPD model.

Teachers' Perceptions of Action Research as a Tool for Professional Development: The Role of the ‘Research for Professional Development’ (RPD) Course for In-Service Omani Teachers

Teachers' Perceptions of Action Research as a Tool for Professional Development: The Role of the ‘Research for Professional Development’ (RPD) Course for In-Service Omani Teachers

EFL Teachers’ Awareness, Practices and Challenges of Teaching English Communicatively in Oman Post Basic Education Schools

This study investigated the perceived knowledge and actual practice of Communicative Language Teaching (CLT) among post basic education teachers in Omani schools, along with the influence of gender and length of teaching experience years on teachers’ practice of this approach. It also explored the different challenges faced by teachers when implementing CLT. A total of 122 EFL Omani teachers took part in this study. The respondents completed the following: (1) a twenty-five item questionnaire concerning CLT principles; and (2) a questionnaire regarding the challenges of CLT. The results revealed that Omani EFL teachers have a high degree of awareness of the principles of CLT. However, they practice this approach at a moderate level, while their gender and length of teaching experiences have little impact on their actual practice of this approach. The findings further indicated that the implementation of CLT in Omani classrooms is hindered by: (1) teachers’ lack of training in CLT; (2) lack of time to prepare communicative activities; (3) students’ low levels of proficiency in English; (4) large class sizes; and (5) difficulties assessing the linguistic aspects of the language. This resulted in the drawing up of a number of recommendations.

Economic Literacy Among Social Studies Teachers in Oman

The study investigates economic literacy among Omani teachers of social studies. An economic literacy test was used consisting of 36 questions distributed into five sections: monetary policies, global currencies, global economic clusters, countries with highest natural resources production, and countries with highest GDP and individual income. The test was applied to 661 male and female social studies teachers from five governorates in Oman. The results showed that the teachers had a moderate level of economic literacy, which was significantly affected by their gender and experience. The study recommends the importance of enhancing the level of social studies teachers’ economic literacy. Keywords: Economic literacy, Social studies, Teachers, Schools, Oman, GCC DOI : 10.7176/JEP/10-4-05

The effective of Using social support sources in Reducing Teachers’ Work Pressure in North Batina Governor in Sultanate of Oman

The purpose of the research is to determine the level of work pressure of a sample of Omani teachers, determine the order of their social support sources. It also, aimed to find out the existence of statistical differences between the sources of social support and the reduce of work pressures according to the educational stage, gender and experience. The study followed the descriptive analytical approach using the different statistical methods to derive the relationship between the independent variable and dependent variables. To achieve the research aims, the researcher used two questionnaires which are the teacher social support measure, which consisted of (36) phrase, and the measure of the work pressure of the teachers, which was consisted of (38) phrase. The study sample was consisted of (291) teachers divided into (136) male teachers and (155) female teachers (3%) of the study population. The results of the study showed the existence of working pressures of Omani teachers in both dimensions with an average of the work pressure (1.77), rated (large). The result revealed that the pressures associated with the learning and learning processes were average (1.79), (large), followed by the pressures associated with the organizational climate at an average of (1.74) in grade (large). The study showed the overall average of social support was (2.50) which estimated at (high).The first level of the social support was assigned to colleagues support and the supervisor support with an average of 2.99, followed by the family support at an average of 2.98 and finally friends support at an average of 2.01.Finally, the results showed that there was no statistically significant differences between the sources of social support and their role in reducing the working pressures of Omani teachers according to the educational stage, gender, and years of experience. According to the previous results, a number of recommendations and proposals were presented to increase the effectiveness of social support and to reduce the pressure of teachers in the Sultanate of Oman and the all Arab Countries.

Structure of Burnout among Omani Male and Female Teachers: Invariance of Structure across Gender

Previous studies have supported the conceptualization that burnout consists of three aspects: emotional exhaustion, depersonalization and reduced personal accomplishment. When the proposed structure of burnout was tested in several studies, these three aspects were confirmed. However, several researchers found that depersonalization consists of two factors rather than one. The first factor is related to the job, while the second factor is related to students. The original factor structure (3-factor model) and the revised structure were tested by few Arab researchers. Recently, the Maslach Burnout Inventory (MBI) has been introduced to the Omani educational setting. This study aimed to test the two structures of MBI with a representative sample of Omani teachers (N=2446). Confirmatory factor analysis (CFA) revealed that the 4-factor model was superior and more parsimonious (CFI = .919, RMSEA = .051) than the 3-factor model (CFI = .887, RMSEA = .059). Three of the four factors had a high reliability coefficient (emotional exhaustion, a = .87, personal accomplishment, a = .76, depersonalization-job, a = .79) while depersonalization of students had low reliability (a = .47). The latter seems to be culture specific.

Structure of Burnout among Omani Male and Female Teachers: Invariance of Structure across Gender

Previous studies have supported the conceptualization that burnout consists of three aspects: emotional exhaustion, depersonalization and reduced personal accomplishment. When the proposed structure of burnout was tested in several studies, these three aspects were confirmed. However, several researchers found that depersonalization consists of two factors rather than one. The first factor is related to the job, while the second factor is related to students. The original factor structure (3-factor model) and the revised structure were tested by few Arab researchers. Recently, the Maslach Burnout Inventory (MBI) has been introduced to the Omani educational setting. This study aimed to test the two structures of MBI with a representative sample of Omani teachers (N=2446). Confirmatory factor analysis (CFA) revealed that the 4-factor model was superior and more parsimonious (CFI = .919, RMSEA = .051) than the 3-factor model (CFI = .887, RMSEA = .059). Three of the four factors had a high reliability coefficient (emotional exhaustion, a = .87, personal accomplishment, a = .76, depersonalization-job, a = .79) while depersonalization of students had low reliability (a = .47). The latter seems to be culture specific.

The Image of Omani Teachers as Viewed by Segments of Society: An Analytical Descriptive Study

This study aimed to identify the image of Omani teachers as viewed by other segments of society. The study sample consisted of 1196 members of Omani society from different sectors of the following Omani governorates: Muscat, Al-Dakhlyha, North Al-Sharqyia, South Al-Sharqyia, North Batinah, and South Batinah in academic year 2014/2015. To gather the data, a questionnaire consisting of 32 items and two open ended questions was used. The validity of the instrument was checked by a panel of experts. The reliability of the questionnaire was checked for internal consistency using Cronbach's alpha (a = 0.93). The overall results showed a positive image of Omani teachers as they are seen to play a positive role in the development of society and hold a message in life to pass to their students. In addition, the results showed statistically significant differences due to gender and the nature of their jobs. In addition, the results showed no significant differences due to having kids in school. Based on the findings, the researcher concluded with a number of suggestions and recommendations.

The Image of Omani Teachers as Viewed by Segments of Society: An Analytical Descriptive Study

This study aimed to identify the image of Omani teachers as viewed by other segments of society. The study sample consisted of 1196 members of Omani society from different sectors of the following Omani governorates: Muscat, Al-Dakhlyha, North Al-Sharqyia, South Al-Sharqyia, North Batinah, and South Batinah in academic year 2014/2015. To gather the data, a questionnaire consisting of 32 items and two open ended questions was used. The validity of the instrument was checked by a panel of experts. The reliability of the questionnaire was checked for internal consistency using Cronbach's alpha (a = 0.93). The overall results showed a positive image of Omani teachers as they are seen to play a positive role in the development of society and hold a message in life to pass to their students. In addition, the results showed statistically significant differences due to gender and the nature of their jobs. In addition, the results showed no significant differences due to having kids in school. Based on the findings, the researcher concluded with a number of suggestions and recommendations.

Distributed leadership and school effectiveness in Egypt and Oman: an exploratory study

PurposeThe purpose of this study is to examine teachers’ perceptions of the levels of distributed leadership (DL) practices and the indicators of school effectiveness (SE) in Egypt and Oman. It also investigated the role of accreditation on these perceptions.Design/methodology/approachThe study sampled 635 teachers in Egypt and Oman using the SE index (Hoy, 2009) and the DL scale (Özer and Beycioğlu, 2013).FindingsThe average score of the perceived level of DL practices of school principal and SE indicators showed was below the agreeableness level. DL was shown to be a positive and significant predictor of SE. The Omani teachers had a significantly higher perception of the availability of DL in their schools and of their schools’ effectiveness than the Egyptian teachers. The results also gave support to the belief that the school accreditation process is a way to increase DL in schools and also to increase the indicators of SE.Practical implicationsOne implication of the findings is the need for training school principals on DL practices that can potentially enhance SE. Another implication is a wider adoption of accreditation practices.Originality/valueThis study provides empirical evidence about teachers’ perceptions of the availability of SE and DL in schools in two Middle Eastern countries, Egypt and Oman. It also adds support to the belief in the importance of the role of accreditation in increasing SE and DL practices.

Factorial Validity and Reliability of Teacher's Self-Efficacy among Omani Teachers: Invariance across Gender

Factorial Validity and Reliability of Teacher's Self-Efficacy among Omani Teachers: Invariance across Gender

Perceptions of School Principals’ Servant Leadership and Their Teachers’ Job Satisfaction in Oman

ABSTRACTThis study identifies Omani teachers’ perceptions of servant leadership and teacher job satisfaction, and the impact of several demographic differences on their perceptions. The Servant Leadership Scale (SLS) of Barbuto and Wheeler and the Job Satisfaction Survey (JSS) of Spector are used to collect data from 356 teachers. With a few modifications, we found that both scales present measurement reliability in the Omani sample. Results showed that teachers indicate moderate levels of job satisfaction and servant leadership of school principals. There were significant differences based on gender and school type in the areas of emotional healing, promotion, and the nature of the work. Differences at the school level mostly favored the lower grades. This study contributes to the body of research on servant leadership and job satisfaction by explaining the relationship between the two variables from the Omani cultural context.

Teachers’ perspectives on professional learning communities in some Arab countries

The purpose of this study is to assess the perceptions of public school teachers in three Arab countries (Egypt, Saudi Arabia & Oman) based on the dimensions of Professional Learning Communities (PLCs) and related attributes. A quantitative approach is implemented using the Professional Learning Communities Assessment–Revised (PLCA-R) questionnaire developed by (Olivier; Hipp, & Huffman, 2010). The measure is administered to public school teachers in Egypt, KSA, and Oman. The PLCA-R utilizes a four-point, forced Likert Scale. A sample of (1486) subjects is selected during 2014-2015 school years. The data is analyzed through descriptive statistics. The research concluded that both Saudi and Omani teachers showed positive perceptions regarding the degree to which their schools function as PLCs; whereas Egyptians showed negative perceptions, and there were significant differences between male and female teachers regarding their perceptions of the degree to which their schools function as PLCs in favor of female teachers.

Prior Knowledge in EFL Reading Comprehension: Omani Teachers’ Perspectives & Classroom Strategies

The study investigated three main aspects related to prior knowledge in EFL reading comprehension in Oman: teachers' view of the role of prior knowledge, the instructional strategies they use for activating students' prior knowledge, and the difficulties they face when activating students' prior knowledge. To this end, three instruments were used: a questionnaire, an observation checklist, and a semi-structured interview. The findings of the study showed a strong agreement of the role of prior knowledge in text comprehension, a heavy reliance on a limited number of techniques and a clear attribution of the difficulties to sources such as students’ limited linguistic competence and lack of adequate teacher training on schema theory and its instructional techniques. In light of the findings, some implications for EFL teachers, in-service teachers training, and for curriculum development are given.

Similar Paths, Different Destinations: Gender Differences in Teacher Career Paths in Oman

Across Oman, girls outnumber and outperform boys at the secondary school level. While welcoming girls’ success, the government is concerned that low male achievement may have negative consequences on national competitiveness and economic growth. One reason posited for this discrepancy in achievement is differences in the nature and quality of instruction that students receive, which is attributed in part to differences in who teaches male and female students. Drawing on data from a tracer study of 625 Omani teachers, this study investigated gender differences in how Omani teachers view their careers, and it offers an analysis of ways to encourage the retention of Omani teachers in the teaching force.

WhatsApp Omani Teachers: Social Media and the Question of Social Change

WhatsApp Omani Teachers: Social Media and the Question of Social Change

TheLevel of Using Islamic Education Omani Teachers' the Classroom Questioning Strategies

The study aimed at identifying the Islamic education Omani teachers' level of using the classroom questioning strategies. To achieve this aim, the data was collected by a checklist of seven dimensions and (45) items strategies. After ensuring its validity and reliability, the instrument was distributed to (34) male and female Omani teachers. The main findings of the study were:• Four dimensions obtained relatively high means of the questioning strategies' importance and three dimensions obtained relatively average means of the importance of the questioning strategies.• There are no significant differences at the level(α = ,05) in the Islamic education teachers' use of the classroom questioning strategies attributed to the type of the topic of the lesson.• There are significant differences among teachers due to gender variable in favor of females.• The findings also showed significant differences attributed to the classroom in all the whole instrument in general and in the dimension of 'appropriateness' in particular in favor of grade five.• It also showed significant differences in all dimensions due to the teachers experience in favor of teachers of little or an average teaching experience. The researcher provided some recommendations in the light of the result.

TheLevel of Using Islamic Education Omani Teachers' the Classroom Questioning Strategies

The study aimed at identifying the Islamic education Omani teachers' level of using the classroom questioning strategies. To achieve this aim, the data was collected by a checklist of seven dimensions and (45) items strategies. After ensuring its validity and reliability, the instrument was distributed to (34) male and female Omani teachers. The main findings of the study were:• Four dimensions obtained relatively high means of the questioning strategies' importance and three dimensions obtained relatively average means of the importance of the questioning strategies.• There are no significant differences at the level(α = ,05) in the Islamic education teachers' use of the classroom questioning strategies attributed to the type of the topic of the lesson.• There are significant differences among teachers due to gender variable in favor of females.• The findings also showed significant differences attributed to the classroom in all the whole instrument in general and in the dimension of 'appropriateness' in particular in favor of grade five.• It also showed significant differences in all dimensions due to the teachers experience in favor of teachers of little or an average teaching experience. The researcher provided some recommendations in the light of the result.

Teachers' Perceptions of Action Research as a Tool for Professional Development: The Role of the ‘Research for Professional Development’ (RPD) Course for In-Service Omani Teachers

Teachers' Perceptions of Action Research as a Tool for Professional Development: The Role of the ‘Research for Professional Development’ (RPD) Course for In-Service Omani Teachers

Measurements And Perceptions Of Writing Development: Omani Academic Writers In English

Using collaborative research methodology, this study reports on the writing development of a number of Omani teachers of English studying for a UK BA degree in Oman. It identifies the most useful criteria for measuring writing development, critiquing some previous measures. The measurements with the students’ own perceptions of their development as writers were compared and the two ways of tracking writing development were evaluated. The discussion deals with some of the problems of interpreting data in the light of experience and background knowledge. It analyses some findings concerning the relationship between grammatical complexity and accuracy, and highlights the importance of affective factors in academic writing skills development. Keywords: Collaborative research methodology; Grammatical complexity; Grammatical accuracy; Affective factors; Academic writing skills development.