الملخص الإنجليزي
The study aimed to identify the impact of instructional leadership
practices on the degree of availability of the professional learning
communities’ dimensions in basic education schools in the Sultanate of
Oman from teachers’ perspective. To achieve the study objective, the
study followed the quantitative descriptive approach. A questionnaire was
used which consisted of 37 items disctributed across two scales: the
instructional leadership scale consisting of three dimensions: defining the
school mission, managing teaching program, enhancing the school
atmosphere, and the professional learning communities scale consisting of
four dimensions: organizational learning, shared responsibility, reflective
dialogue, and de-privatized practices. The study population involved male
and female teachers of basic education schools from all governorates of
Oman, amounting to 30279 teachers. The study sample consisted of 375
male and female teachers of primary schools from all governorates of the
Sultanate, representing %2.7 of the study population.
The study found out that the degree of practicing instructional
leadership was high among the principals of basic education schools in the
Sultanate of Oman. The degree of availability of professional learning
communities was also high from the teachers’ perspective. The study also
showed that there was a statically significant direct relationship between
practicing instructional leadership and the availability of professional
learning communities’ dimensions in at the level of (α≤0.01), and that the
educational leadership practices predicted the degree of availability of
learning communities’ dimensions at the level of (α≤0.01).
