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ABSTRACT
This article reports on a larger mixed-methods study that examined the perspectives of regional teacher supervisors on their emerging roles and practices in a stage of educational reform in Oman. The study was carried out in the Educational Supervision Directorate in Muscat. Two research methods were employed: a survey distributed to 125 supervisors, followed by 25, semi-structured interviews. Only qualitative data obtained from interviews and open-ended questionnaires are presented here. The results indicated that the supervisors demonstrated good awareness of the reforms and of their impact on supervisory practices. Evidence of democratic and supportive practices among supervisors was found. However, some practices that are considered in the instructional supervision literature to be autocratic were also found.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Amal Al-Kiyumi
Dr. Amal Al-Kiyumi is an Assistant Professor of educational leadership and supervision in the College of Education at Sultan Qaboos University (Oman). She received her MA in Educational Leadership from the University of Queensland and her PhD in Educational Supervision from Melbourne University (Australia). Her research interests include educational leadership, supervision, and women empowerment.
Waheed Hammad
Dr Waheed Hammad is an Assistant Professor of educational leadership and management in the College of Education at Sultan Qaboos University (Oman) and Damietta University (Egypt). He received his PhD from the University of East Anglia (UK). His research interests include educational leadership and management, instructional supervision, and teachers and principals’ professional development. His nternational publication outlets include Educational Administration Quarterly, Educational Management, Administration & Leadership, School Leadership & Management, and Compare.