الملخص الإنجليزي
The study aimed to investigate the impact of instructional leadership (IL)
of government schools ' principals in the Sultanate of Oman on teacher agency
(TA) and teacher professional learning (TPL) and explore the effect of TA on TPL.
The study also sought to examine the ability of TA to play a mediating role
between IL and TPL and to determine the level and type of the mediation.
Moreover, the study sought to demonstrate which of the four dimensions of IL
(Building a Learning Vision, Providing Learning Support, Managing the Learning
Program, and modeling) has the greatest effect on TPL in the presence of TA as
a mediator. Finally, the study aimed to compare the impact of both male and
female schools' principals on TPL in the presence of TA as a mediator.
The study used a quantitative research approach to achieve its objectives
by designing a hypothetical structural model (based on reviewing educational
theories and previous studies) of the causal relationships among the three
variables: IL, TA, and TPL. Then, the model was tested using Structural Equation
Modeling (SEM). The study data was collected from a sample of 574 teachers,
using three measures that were translated and adapted to the Omani context.
In general, the results showed a positive effect of principal leadership on
both TA and PL. Also, it revealed that TA played a full mediating role in the
relationship between IL and TPL since there was no direct effect of the principal
on TPL. The study also showed that the indirect effect of IL on TPL in the presence
of TA came mainly through the dimension of "Managing the Learning Program".
Dr. Rashid Sulaiman Al-Fahdi Dr. Yasser Fathy Al-Mahdy
Dr. Waheed Shahbour Hammad Dr. Ehab Mohammed Omara
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Moreover, there was total effect of IL through the dimensions of "Managing the
Learning Program" and "Building a Learning Vision". The results showed that
there was no difference in the structure of the model of the relationships among
the variables attributed to the gender of the principals.
The study came up with a proposed developmental framework based on
empirical findings, and analysis of the Omani context, with set of procedures
provided for school principals and those in charge of their professional
development in the Ministry of Education to activate the proposed model. These
include helping school principals to understand the implications of educational
policies and proposed reform in Oman, as well as providing a clear and practical
description to school principals on how to activate their influential role as
instructional leaders so as to effectively impact non-formal teacher professional
learning, and how to maximize the effect of that learning on improving
classroom teaching practices
