الملخص الإنجليزي
The purpose of this study was to investigate to which principals of preparatory and secondary schools practice their role as resident educational supervisors , in particular their role related to the professional development of teachers. It speculates if this role differ according to their administrative experience, size of school, and staff administrative sufficiency in the school's management. In addition, the study attempted to examine the effect of the teaching experience of teachers on their perceptions of the extent to which principals carry-out their roles as resident educational supervisors in their schools, and if there is an agreement between teachers and principals regarding the extent to which principals carry-out their roles as resident educational supervisors in their schools.
The sample of study consisted of ( 70 ) preparatory and secondary schools Principals (male & female), and (584) teachers (male & female), collected randomly from the three largest regions in Sultanate of Oman, (Muscat, Al Battina, and Al Dakheliyah ).
In order to answer the questions of the study, a questionnaire prepared by the researcher was applied to the sample of this study. The questionnaire contained (52) items. Each item deals with a single educational supervision task supposed to be carried out by the Principal of preparatory or secondary school.
Validity of this questionnaire was conducted by distributing the questionnaire to ( 16 ) educational specialists. And to achieve the reliability of the questionnaire , it was distributed in ( 12 ) preparatory and secondary schools from the three regions, the internal consists reliability was conducted using Cronbach alpha, the results indicated that the internal consistency coefficient for the questionnaire was (,95).
Means, Standard deviations, Relative importance (Rank), and Kendil (W) coefficient of concordance , One-Way ANOVA, and Scheffee' test for multiple comparisons procedure were computed to analyze the data collected in this study.
The results of this study were indicated the following : The most educational supervisoin tasks that are practised most by preparatory and secondary schools principals are:
• Class visits in order to evaluate and improve teachers'
performances. Following up teachers' lesson preparations, and putting notes and comments. Supervising examinations and facilitating procedures to conduct them. Advising teachers on their performance shortcomings and assisting in avoiding them. Distributing teachers into various school activities groups according to their specialistation, skills, and capacity. Following up school activities by providing the required resources
and facilitating the needful requirement. · Following up the adherence of teachers to the educational morals
and principles.
The least practised educational supervision tasks by Preparatory/ and Secondary Schools Principals are :
Guiding teachers to benefit from and make use of the various education-related Media-broadcasted programmes.
Guiding teachers to certain educational references that can help their professtional-academic development. - Assisting the teachers in academically analysing units materials
in order to improve the teaching process of those units. Inviting some educational specialists during the academic year to deliver lectures and highlight important educational matters interst to both teachers and students. Contributing in carrying out educational researches in order to solve some prblems or obstacles that might arise in the school.
Co-operating with subjects' supervisors in holding seminars and educational workshops to discuss issues related to the development
of the educational system at school. • Training the teachers on preparing and utilising teaching aids. · Guiding teachers to contributing in to evaluation and to
developing the curriculums. Co-ordinating with subjects' educational supervisors to plan and conduct typical/explaination lessons for teachers (specially inexperienced) to use as guidelines.
In addition to that, The results of the study indicated that there was no statistical significant effect of the administrative experience variable of the schools principals, school'size, and administrative staff sufficiency on the extent to which principals of Secondary and Preparatory Schools practice their role as resident educational supervisors .
With regared to teachers' teaching experience, There were statistical significant of teachers' experience on their perception of the extent to which principals carry-out their practices of thier role as resident educational supervisors in their schools, and these perception was better among the teachers who had more experience than who had less experience . In addition the results of the study indicated that there were agreement between teachers and principals regarding the extent to which principals carry-out the tasks of their role as resident educational supervisors in their schools.
