The study aims at investigating the effect of implementing the electronic developmental supervision program on teachers ?attitudes and on improving their performance in Cycle One of Basic Education in the Sultanate of Oman. The study had the following hypotheses. - There are statistically significant differences at the level ? ? 0,05 between the two means of teacher performance valuations in the two applications: pre and post-attitude scale to measure teachers' attitudes towards the electronic developmental supervision. - There were no statistically significant differences at the level ? ? 0.05 between teacher performance valuations in the two applications: pre and post-attitude scale to improve their performance after applying the electronic developmental supervision program. To answer these hypotheses, the researcher used the quasi-experimental research, which is based on the design of one group and a measurement, pre and post, by using two tools, the attitude scale and a questionnaire. The study sample included 24 Cycle One female teachers from Muscat Governorate. The study revealed that there are no statistically significant differences at the level of ?, 0,05 between the two means of teacher performance valuations in the two applications: pre and post attitude scale towards electronic developmental supervision program. In addition, there are statistically significant differences at the level ? 0,05 between teacher performance valuations in the two applications: pre and post attitude scale to improve their performance after the application of electronic developmental supervision program. The study concluded with a set of recommendations including spreading the culture of using the electronic developmental supervision through analyzing teacher performance reports (group detection) and activating social media, educational portal, text messages and educational media. Add to that establishing an electronic platform for electronic supervision that includes the applications and programs that supervisors and teachers need and signing partnership or financing agreements with community organizations in order to provide and maintain devices for students, teachers and supervisors, and to boost schools' Internet networks.