الملخص الإنجليزي
This study aims to identify the educational supervisors' perceptions and the reality of
their practices for reflective supervision in the Sultanate of Oman. Moreover, it aims to reveal
the presence of statistically significant differences between the averages estimates of the
individuals of the study sample due to the variables (gender - job title - years of experience -
educational stage - educational qualification - educational preservation). To achieve the
objectives of the study, the descriptive approach was used, and a questionnaire consisting of
46 phrases were prepared, distributed on two axes: (perceptions of educational supervisors
about reflective supervision in the Sultanate of Oman), and (the reality of educational
supervisors practicing reflective supervision in the Sultanate of Oman). The questionnaire has
been distributed to a random sample of (456) supervisors in all governorates of the Sultanate
of Oman, and the data was statistically processed using the Statistical Package for the social
sciences (SPSS). The study concluded that the perceptions of educational supervisors and
came in a medium degree, whilst their practices of reflective supervision came in a low
degree. Moreover, the study concluded that there are no significant differences between the
statistical perceptions of educational supervisors and their practices of reflective supervision
in the Sultanate of Oman according to the variables (job title - years of experience -
educational qualification - educational preservation - educational preservation). Whereas,
there were a statistically significant differences between the average of educational
supervisors' perceptions and their practices for reflective supervision in the Sultanate of
Oman between males and females as females were found to be having more positive
perceptions and practice the reflection more than males. The study recommended supervisors
to guided reading and seeing everything related to the reflective supervisory model, in order
to change the perceptions of educational supervisors about reflective supervision, and this
reflects positively on practices. The study also recommended encouraging educational
supervisors to practice educational supervision, educating supervisors on the importance of
reflective practices, encouraging them to practice it, especially in supervisory deliberations,
qualifying new supervisors and training them in reflective supervisory techniques before
starting their supervisory jobs, directing supervisors who supervise the secondary schools and
above to practice professional reflection as an alternative to professional development.
