Schools In Oman Research Articles

Quality Assessment of a Learning Resources Centers' Services at Omani Private Schools Using SERVQUAL Scale

The increasing role of learning resources, electronic publishing, and the emergence of new innovations in LRCs necessitate significant changes in educational schemes, systems, methods, and resources. Studies highlight the significance of a school resource center in aiding students and teachers in designing, producing, using, and delivering resource materials, improving classroom environments, and providing a diverse range of learning resources. This study examines the perceived and expected service quality at the Learning Resources Center of Seeb International School in Oman. As well as investigating the significant differences in service quality due to some variables (gender, job, and experience). Utilizing the SERVQUAL model, the research explores five dimensions of service quality: reliability, responsiveness, assurance, tangibility, and empathy. The sample group comprised 15 participants, including teachers and administrators. The findings indicate that participants at Seeb International School's LRC perceive a higher level of service quality than predicted by the SERVQUAL model, with favorable opinions and high mean scores suggesting their expectations have been met or exceeded. The analysis reveals that gender does not significantly impact perceived service quality, but job category influences perceptions, with administrators rating service quality lower than teachers. Additionally, experience plays a significant role, as participants with more experience rate service quality higher than those with less experience. These results contribute to understanding service quality at the LRC of private schools in Oman and provide valuable insights for school administrators to enhance their learning resource services.

Effectiveness of Schema-Based Instruction Strategy in Improving Mathematical Word Problem Solving and Working Memory of Students with Learning Disabilities in The Sultanate of Oman

This study aimed to examine the effectiveness of a schema-based instruction strategy in improving mathematics word problem solving and working memory performance of third grade students with learning disabilities in schools in Oman. Students received a diagnosis of specific learning disability (SLD) based on the aptitude discrepancy model in which an achievement test and an aptitude test (Raven’s Coloured Successive Matrices) were used to determine the existence of a discrepancy. Students were then divided into two matched groups, a control group and an experimental group; each group included (20) students. Study instruments included a mathematics word problem solving test, a working memory test, and the schema-based intervention program. Results of the study showed that participants in the experimental group differed from controls in word problem solving and working memory performance following exposure to the intervention program. More specifically, performance of experimental group participants in the word problem solving varied across the pre, during the implementation, and post intervention phases in favor of the post intervention phases and in favor of the type of Assembly problems. Implications of using schema-based instruction strategy with students with SLD are discussed in the light of the study findings.

Development and validation of the intention to report child abuse tool: A psychometric research study

BackgroundThere is a lack of comprehensive and concisely validated tools to measure schoolteachers' intention to report child abuse and neglect in an Arabic context. This study aims to develop and evaluate the validity and reliability of the Intention to Report Child Abuse Tool (IRCAT) to measure schoolteachers' intentions to report child abuse and neglect. MethodsThe framework proposed by Benson and Clark (1982) was used to guide scale development. The theory of planned behavior (TPB) and literature review guided the construction of the IRCAT items. Total of 653 Arab female schoolteachers from 200 cycle 1 education schools in Oman were recruited in the study using convenience sampling technique. The validity of the tool was determined by assessing its face validity, content validity, and construct validity. Psychometric properties were tested using exploratory factor analysis (EFA). Inter-item correlations and internal consistency were used to determine the reliability of the tool. ResultsThe newly developed IRCAT demonstrated excellent face and content validity. Using EFA, four factors (i.e., attitudes, perceived behavioral control, subjective norms, and intention to report) were determined for construct validity (KMO = 0.92). The tool also showed good overall internal consistency (Cronbach's alpha = 0.82) and acceptable inter-item correlations (varied between 0.003 and 0.62, with about 20% of the correlation coefficients below 0.1). ConclusionThis study suggests that the IRCAT is a valid and reliable tool to assess schoolteachers' intention to report child abuse and neglect in an Arabic context. Implications to practiceIRCAT tool can be utilized by researchers and practitioners interested in investigating the phenomenon of child abuse.

Analysis of Socio-Economic Status and Psychological Factors Potential of the Playing Ability of School Boys of Indian Schools in Oman

Students' playing skill is significantly impacted by their socioeconomic status. Someone's or a group's socioeconomic standing is determined by factors such as his or her level of education, job, and parental income. A person's socioeconomic status (SES) and way of life are both connected with their level of health. This research analyzed how socioeconomic status (SES) affected the respondents' overall health. We also investigated if and how one's way of life can moderate the connection among socioeconomic status and health. This study investigates the association between the socio-economic position and psychological factors and their potential impact on the playing ability of school boys from Indian schools in Oman. The aim of the research is to identify the socio-economic factors and psychological characteristics that may influence the performance and abilities of these students in sports activities. The study has an approach that is mixed, meaning that it uses both quantitative and qualitative techniques to gather its data. The qualitative phase involves conducting in-depth interviews with a subset of the participants to gain deeper insights into their experiences, perceptions, and attitudes towards sports and the impact of socio-economic and psychological factors on their abilities. The interviews provide a more nuanced understanding of the underlying factors that contribute to or hinder their playing ability. The findings of this study are expected to contribute to the existing literature on the relationship between socio-economic status, psychological factors, and sports performance among school boys

Adaptation of the sources of the mathematics self-efficacy scale for Oman: A validation study

The current study aims to adapt sources of middle school mathematics scale developed by Usher and Pajares (2009) to the Omani context. The study sample consisted of 700 students (379 girls and 321 boys) from the eighth grade in middle schools in Oman. The results of this study showed that sources of middle school mathematics self-efficacy scale (SMES) (adaption) resemble the original version of which developed by Usher and Pajares (2009). Confirmatory factor analysis showed good fit indices, with χ<sup>2</sup>=767.8, df=224, comparative fit index=.928, standardized root mean square residual=.0478, and root mean square error approximation=.059. The scale also displayed a robust internal consistency–Cronbach’s alpha coefficient was above 0.8 and for its subscales as well. The indices of convergent and divergent validity for this scale were all significant (p<0.001). Therefore, SMES is psychometrically sound and can be applied to the Omani context.

The Training Needs of Teachers of the First Three Grades in the Basic Public Schools in Oman

The Training Needs of Teachers of the First Three Grades in the Basic Public Schools in Oman

Translating and Testing the Validation of the Arabic Peer Mental Health Stigmatization Scale.

Objective: Attitudes toward mental difficulties are influenced by culture, and different cultural backgrounds have different effects on people's behavior. This study aimed to prepare the Arabic version of the Peer Mental Health Stigmatization Scale (PMHSS) and validate it among Omani adolescents. Method : The study was conducted from October 2020 to the end of February 2021. The 24-items PMHSS was translated into Arabic and tested in a sample of 369 adolescents from different governmental schools in Oman. Both exploratory factor analysis (a principal component analysis (PCA) technique with Varimax rotation) and confirmatory factor analysis were performed to examine the construct validity of the PMHSS. Results: Confirmatory factor analysis was performed to examine the construct validity of the PMHSS. Cronbach's α was 0.86 for the total scale and 0.84 and 0.81 for awareness and agreement, respectively. Therefore, the goodness-of fit-indicators support the two-correlated factor 16-item model to measure stigma (χ2 / df = 2.64 (p > 0.001), GFI = 0.92, AGFI = 0.89, CFI = 0.90, IFI = 0.90, RMSEA = 0.067). Conclusion: The Arabic version of the Peer Mental Health Stigmatization Scale (PMHSS) could assess adolescents' stigmatizing attitudes toward various types of mental health problems within the Arabic context, and it can be utilized by researchers in Arab countries to screen for stigmatizing attitudes and to suggest suitable, effective, and outcome-focused interventions based on its results.

QUALITATIVE DOCUMENT ANALYSIS OF TEACHER APPRAISAL PRACTICE IN OMANI SCHOOLS: IDENTIFYING CHALLENGES FOR BEST PRACTICES

This research analyses teacher appraisal practice in schools in Oman and the challenges faced in the practice using document analysis. It examines the role of document analysis as a useful supplier of critical data in a qualitative approach, especially in identifying areas in teacher appraisal practice to be improved for best practices. The process is performed by examining the teacher appraisal practice in Oman, which mandates collecting, classifying, and analyzing available documents, research articles and information, government documents and reports. The documents were collected by visiting government offices and departments—supported by related articles. From the document analysis, a teacher appraisal plays a big role in enhancing teacher performance and accountability. The major issue concerning the current teacher appraisal in Oman is the lack of a comprehensive and thorough evaluation of teacher appraisal that can be fully realized by the stakeholders inside and outside the Ministry. These can be a new way in addressing the document analysis approach, via practicing this approach on educational phenomena such as teacher evaluation. As a recommendation, based on document analysis, evaluators were urged to use several data sources for gathering information about teacher practice beside the classroom observation. Besides, the summative evaluation of each teacher must be conducted once annually, while the formative evaluation is to be conducted during the school year. Keywords: Document Analysis, Qualitative Research, Omani Schools, Oman, Teacher Appraisal DOI： https://doi.org/10.35741/issn.0258-2724.58.2.67

Challenges Faced by Teachers while Utilizing Blended Learning in Teaching EFL during COVID-19 at Cycle Two Schools in Oman

Challenges Faced by Teachers while Utilizing Blended Learning in Teaching EFL during COVID-19 at Cycle Two Schools in Oman

The influence of environmental education on Omani students self-reported environmental attitudes and behaviours

The objective of this research is to consider the self-reported environmental attitudes and behaviours of Omani students and identify the factors that determine them. This research aims to explore the current environmental education curriculum in Oman. Specifically, this research is designed to identify school-related factors that might influence Omani students’ self-reported environmental attitudes and behaviours. An explanatory sequential mixed method research design is adopted to gather information from primary and secondary sources. A questionnaire of 53 items was designed and tested on 212 students from four secondary schools in Oman, and then 25 semi-structured interviews were conducted with students, teachers and heads from the same four secondary schools. The data generated from the questionnaires were analysed using two methods: descriptive statistics and chi-square tests. The data generated from the interviews were analysed using thematic analysis. The major findings of this research indicate that the environmental curriculum appears to be a moderate contributor to environmental attitudes and behaviours, whereas environmental knowledge appears to be a positive contributor to environmental attitudes and behaviours. Overall, this study suggests that including environmental education in schools improves students’ environmental attitudes and behaviours.

The Role of Community Partnership in Financing Public Schools in Oman: A Case Study of Al-Warith Bin Kaab School

This study aimed to identify the role of community partnership and its contribution to the financing of public schools in the Sultanate of Oman through examining the experience of one of the schools in the state of Suwaiq in implementing community partnership and find the most important areas and activities which are financed through this partnership. It also intended to identify difficulties and challenges facing public schools in Oman in the application of community partnership as one of the sources of funding for education and make suggestions to activate it. To achieve the objectives of the study, the case study research method was used, and interviews were conducted with all 11 members of the Administrative and Financial Affairs Committee at Al-Wareth Bin Kaab School (10-12) to collect needed data. The results of the study indicate that the school's Administrative and Financial Affairs Committee works through specific mechanisms to implement community partnership and to raise funds for the school from parents, business, charitable and private organization. In addition, there are difficulties facing the educational institution in implementing community partnership. The study made some suggestions in order to overcome challenges and strengthen school community partnership.

The Role of Community Partnership in Financing Public Schools in Oman: A Case Study of Al-Warith Bin Kaab School

This study aimed to identify the role of community partnership and its contribution to the financing of public schools in the Sultanate of Oman through examining the experience of one of the schools in the state of Suwaiq in implementing community partnership and find the most important areas and activities which are financed through this partnership. It also intended to identify difficulties and challenges facing public schools in Oman in the application of community partnership as one of the sources of funding for education and make suggestions to activate it. To achieve the objectives of the study, the case study research method was used, and interviews were conducted with all 11 members of the Administrative and Financial Affairs Committee at Al-Wareth Bin Kaab School (10-12) to collect needed data. The results of the study indicate that the school's Administrative and Financial Affairs Committee works through specific mechanisms to implement community partnership and to raise funds for the school from parents, business, charitable and private organization. In addition, there are difficulties facing the educational institution in implementing community partnership. The study made some suggestions in order to overcome challenges and strengthen school community partnership.

The Consequences of Professional Learning Communities on Teacher Professional Development in Oman

Teaching is a complicated profession that involves constant fulfilment of several traits and qualifications for the entire length of the teacher’s career. Ideally, professional learning communities (henceforth PLC) have the potential to boost teacher professional development (henceforth TPD). Nevertheless, the execution of the PLC is not always implemented as planned. This research aims to determine the situation of PLC and the consequences of these communities on teacher professional development in some schools in Oman. Qualitative research using the descriptive approach was employed. Document analysis, interviews, and observation were triangulated to probe the consequences of PLC on teacher professional development. An intended sample of 13 informants participated in the study. These include teachers, principals, supervisors, and policy makers selected from six primary schools in the Ministry of Education in the Sultanate of Oman. The study revealed that there are not enough training programs for teachers, principals, and supervisors on how to implement these communities. Moreover, principals and teachers are all heavily burdened with administrative duties that impede them from focusing on the developmental implications of PLC. Furthermore, the lack of opportunity for teacher input in the entire teaching-learning system is a stumbling block to the recognition of the consequences of PLC on teacher growth. Despite that, the PLC offers a great opportunity for teacher growth if implemented in the right way. Keywords: Oman, professional learning communities, teacher professional development. DOI: 10.7176/JEP/13-24-06 Publication date: August 31 st 2022

Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis

Nations throughout the world have been engaged in efforts to redefine the role of principals to include instructional leadership. This is based upon research that has verified a positive indirect relationship between principal instructional leadership and student learning. This study tested a moderated mediation model of how the power distance orientation of teachers influences the effects of principal instructional leadership on teacher agency and classroom instruction. Data collected from 464 teachers in 65 middle schools in Oman were analysed using structural equation modelling, factor analysis and bootsrapping. The results supported a partial mediation model in which principal instructional leadership was associated with moderate direct and indirect effects through teacher agency on classroom instruction. In addition, lower power distance in principal–teacher professional relationships was associated with stronger effects of instructional leadership on teacher agency. These findings support assertions that instructional leadership is a relational process rather than a top-down bureaucratic form of leadership.

Omani EFL Teachers Engagement in Action Research: Challenges & Opportunities

Action research engages practitioners in rigorous cycles of planning, observation, action and reflection, which can lead to change in understandings and practice; so, they become reflective practitioners. Despite the importance of action research in informing classroom practice, the literature has shown that there are many challenges that hinder teachers from performing classroom research. This qualitative research study investigated Omani EFL teachers' experiences of participating in classroom action research and the challenges they face in doing research. Data were collected using semi-structured interviews with EFL teachers. 22 participants have been interviewed, out of whom were 18 English teachers and 4 Senior English teachers from 4 public schools in Oman. The findings revealed that some respondents participated in action research activities either as part of their pre-service teacher preparation programmes or through joining in-service action research courses after becoming practitioner teachers. However, they described their action research experience as difficult. The findings highlighted a number of challenges that hinder EFL teachers in Oman from doing action research such as, lack of knowledge, lack of time and lack of interest. The findings suggest that educational policy makers in Oman should create a research culture in schools, and provide incentives for teachers who participate in research activities. Moreover, there is a need to provide EFL teachers with the needed training on research so they become equipped with the knowledge and skills in doing research to improve the quality of teaching and learning in schools and create a community of teacher-researchers in Oman.

The Effect of Pondering over the Holy Quran on Science Habits of Mind of Grade Nine Students in Omani Schools

The Holy Quran encourages the functioning brain to reach the truth and understand this universe by using mental habits: “For the worst of beasts in the sight of Allah are the deaf and the dumb, - those who do not understand” (22:8). In contrast, science emphasizes the importance of mind habits in learning and applying it peacefully to humanity. However, recent studies have not investigated the distribution of Holy Quran verses in developing scientific habits of mind. This research aimed to assess the effect of pondering over the Holy Quran verses on the students’ scientific habits of mind. The study participants consist of 94 science students in grade 9 in from two schools in Oman. This study highlights the importance of subjects’ integration and enhances meaningful learning. This semi-experimental research adopted Solomon four groups and applied well-developed two tools, namely, habits of mind scale and semi-instructed interview. The results showed there is significant difference in the post-test mean scores of scientific habits of mind between non-pretested groups compared to the experimental group. The combination between science subject and Holy Quran verses related to science enhances students’ scientific habits of mind. Thus, activating verses in science classes should be encouraged in science curricula.

Teachers’ Beliefs about Grammar Teaching within a Context of Omani Secondary Schools

The present qualitative case study investigated the beliefs and practices of six English language teachers in secondary schools in Oman about grammar instruction. To improve EFL education in Omani schools, the study sought to determine whether teachers’ beliefs and their grammar teaching practices were congruent. The study collected the data through classroom observations and interviews, and analysed the data using content analysis and Grounded theory to analyze the data. The findings showed that even though most teachers acknowledged the benefits of inductive grammar instruction, they favored deductive grammar instruction. Teachers attributed their classroom decisions to various factors such as students’ language proficiency, time constraints, and curriculum overload. In addition, the findings showed that teachers’ learning experiences shaped their decision-making and instructional practices. The lack of professional development training was another crucial factor that influenced their beliefs and grammar teaching practices. The study concluded that teachers in Oman required more individualized training sessions that could foster alternative beliefs and practices in favor of inductive grammar instruction.

The Impact and Challenges of Education and Administration in VET on Economic Growth in Oman During the COVID-19 Period.

The COVID-19 pandemic is still a major global health problem that had substantial consequences on people’s daily lives. This paper evaluates the impact of education and institutional management on Vocational Education and Training (VET) schools in Oman during the COVID-19 period. The purpose of this study is to understand the impact of the COVID-19 pandemic and identify possible challenges that may affect its impact on economic growth. This qualitative research is used as the main methodology of the study. Qualitative data are collected through convenience sampling of 108 VET college students and staff using interviews and questionnaires. The study revealed that the administration plays an important role in economic growth. The students suggested that the national educational administration of the government of Oman plays an important role in their education and that this in turn churns out industry-ready individuals who will impact the economic growth. The government’s role, especially financially post-pandemic lockdown, will be a critical determinant of VET’s impact on economic growth. This study introduces a new perspective on education administration from the perspective of students and staff of VET colleges.

Are schools in Oman planning to produce global citizens? A critical analysis of schools’ visions and missions

This paper investigates the existence of GCED principles in Omani Basic Education schools’ visions and missions. A qualitative exploratory collective case study research design was used by analysing 50 schools’ vision and mission statements for the existence of five GCED principles: peace and conflict, human rights, identity and diversity, environment concerns, commitment to social justice, democracy and equity. The results revealed the varying existence of GCED principles, with commitment to social justice, democracy and equity principle being the most evident principles and the environment concerns principle the least evident in the dataset. For enabling schools to produce global citizens, schools need a revision of their visions and missions for better inclusion of GCED principles.

Mental Health Wellbeing of School Age Children is Matter: A Study to Evaluate the Effectiveness of a School-Based Mental Health Awareness Program in The Middle Schools in Oman

Objective: The aim of this study is to assess the effectiveness of a school-based mental health awareness program among school age children. Methods: This was a quantitative study that recruited 178 parents and 150 students from different levels (Grades 5-10) attended the awareness activity at two middle schools in Oman. A convenient sampling approach was utilized. Results: There was a significant different in mood and feelings score between the grades (p=0.001); with grade 10 being the highest disturbed mood changes (M= 23.25, SD= 5.54). The results also showed that 55% of students experienced anxiety. From the analysis, it was found that grade 10 (M=36.15, SD= 18.43, p=0.05) reported higher anxiety than others groups. The results indicated also a strong correlation between experience of bullying and mental health problems (r=0.85). The evaluation of awareness program indicated that 91% of parents reported improvement in knowledge; 89% suggested that many information they were not aware of before. 92% rated the video as informative. 93% agreed that the program activities were entertaining and informative. 92% reported that the activity increased their awareness to observe the changes in their children emotional wellbeing. 98% of parents enjoyed the activities and rated the overall program as effective and very interesting. Conclusion: There is a dire need to conduct various awareness programs in the community. Such programs are not only helpful in improving the community knowledge on the factors influencing children’s mental health, but also assist in identifying the mental health problems at early stage; which may empower them to seek early management for their children. This study suggests an establishment of a mental health program for children in Oman to identify the cases, assess the mental problems affecting children at different ages and refer them for further support and management.