English abstract
The study aims to determine the degree of technological vigilance and administrative creativity practiced in public and private schools in the Sultanate of Oman and to examine the differences in the degree of technological vigilance and administrative creativity practiced in public and private schools in the Sultanate of Oman due to variables of gender, type of school, job title, level of using technology, and governorate. It also aims to examine the relationship between technological vigilance and administrative creativity practices. A descriptive, quantitative approach was used through a questionnaire to collect data from a convenient sample of 510 members of the administrative and technical staff, and teaching staff including school principals, assistant school principals, school coordinators, learning resources specialists, database specialists, senior teachers and teachers. The study results show that there is a high level of technological vigilance and administrative creativity practices in public and private schools in the Sultanate of Oman. The results also show that there are no significant differences in the degree of technological vigilance and administrative creativity practiced in public and private schools in the Sultanate of Oman at the level of significance 0.05 due to the variable of job title while the results show that there are significant differences due to variables of gender favoring females, type of school favoring private schools, level of using technology favoring those with high technology awareness, and governates favoring some over others. The results also show that there is a positive, strong and direct correlation between technological vigilance and administrative creativity practices. The study concludes with some recommendations and suggested practices to improve the use of technological vigilance in administrative creatively in the government and private schools.
