English abstract
The study aimed to evaluate the effectiveness of the English language
experts program at the Specialized Institute Professional training for Teachers in
the Sultanate of Oman according to the Gusky’s model. To achieve the goal of
the study, the researcher used the sequential explanatory design, employing three
tools to collect data, which are: The questionnaire included 36 items distributed
over five dimensions according to the Guski’s model (the level of teachers’
satisfaction, the level of new knowledge and skills, the level of support , the level
of teachers’ application of the training material, and the level of influence on
students’ learning outcomes). This questionnaire was applied to 171 male and
female teachers from various governorates. The second instrument was also a
questionnaire intended for educational supervisors to identify the extent of
influence the teachers had on the learning outcomes of their students, from the
point of view of 31 educational supervisors of these teachers who graduated from
the specialized institute and their headmasters to explain the results obtained from
the questionnaire. The third instrument was a semi-structured interview that was
applied to 10 graduates from the Specialized Institute in the English Language
Experts Program to measure the impact of the training program on them. The
results of the study indicated that the opinions of male and female graduate
teachers from the English Language Experts Program who answered the
questionnaire were very high in all five dimensions of the Gusky model. The
results of the questionnaire answered by the educational supervisors also
indicated that the impact of teachers on the learning outcomes of their students
was also very high. With regard to the differences between males and females,
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the results showed that there were no statistically significant differences between
male and female teachers with respect to all the dimensions the Guski’s model,
while there were statistically significant differences with regard to the academic
qualification variable in favor of master’s degree holders in the level of teacher
satisfaction dimension only. The results also indicated that there were statistically
significant differences with respect to the years of experience variable in favor of
the more experienced teachers. The study concluded with a set of
recommendations and suggestions based on the results obtained from the results
of the study.
