ممارسات المشرفين التربويين للإشراف المتنوع كما يدركها المعلمون بمدارس التعليم ما بعد الأساسي في محافظة مسقط بسلطنة عمان
This study aimed to know the degree of practising for differentiated supervision in post-basic education schools in Muscat governorate, and to locate the differences in the responses of the sample, according to the variables of gender, job, and experience. the study used the descriptive method. it w...
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| Published in: | مجلة العلوم التربوية Vol. 2022; no. 19; pp. 135 - 164 |
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| Main Authors: | , , |
| Format: | Journal Article |
| Language: | Arabic English |
| Published: |
الدوحة، قطر
دار نشر جامعة قطر
01-06-2022
Qatar University Press |
| Subjects: | |
| Online Access: | Get full text |
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| Summary: | This study aimed to know the degree of practising for differentiated supervision in post-basic education schools in Muscat governorate, and to locate the differences in the responses of the sample, according to the variables of gender, job, and experience. the study used the descriptive method. it was conducted through the distribution of a questionnaire covering three main areas, related to the educational supervisors’ practices of differentiated supervision, including basis of differentiated supervision, supervisor’s tasks in the light of differentiated supervision, and methods of differentiated supervision. the sample consisted of (300) teachers. statistical analysis of data has demonstrated that supervisors’ practices of differentiated supervision is under the expected level, as it scored medium grade in the three aspects. the intensive development method of differentiated supervision was the least practiced method scoring a low grade. furthermore, the results revealed no statistically significant differences due to the variables of gender and experience, while there were statistically significant differences according to job variable, in favor of the senior teachers, in all aspects. the study suggests several procedures, including the provision of intensive training by educational supervisors for new teachers and those with inefficient teaching performance. |
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| ISSN: | 2706-6711 2706-672X |
| DOI: | 10.29117/jes.2022.0077 |