English abstract
This study aimed to determine the application degree of administrative reengineering in government schools in Al-Dakhiliyah Governorate, Sultanate of Oman, in light of several variables including gender, job title, years of experience, and educational qualification. To achieve the study's objectives, a descriptive approach was used, and a questionnaire consisting of 37 items was constructed, distributed across the dimensions of administrative reengineering, namely administrative planning, organizational structure, managerial guidance, administrative control, and decision-making. The questionnaire's validity and reliability were ensured, and it was administered to a sample of 367 male and female teachers in government schools in Al-Dakhiliyah Governorate, Sultanate of Oman.
Among the most important findings of the study: the degree of implementation of administrative reengineering in government schools in Al Dakhiliyah Governorate in the Sultanate of Oman was found to be very high overall. It was also high across all dimensions, which were ranked as follows: administrative planning, administrative organization, administrative direction, administrative control, and administrative decision-making.
The results also indicated statistically significant differences at the significance level (α ≤ 0.05) in the mean estimates of the study sample, attributed to the gender variable. These differences favored females in the planning dimension, while favoring males in the dimensions of administrative organization and administrative decision-making. On the other hand, the results showed no statistically significant differences at the significance level (α ≤ 0.05) in the responses of the study sample attributed to the job title variable for the planning and administrative organization dimensions, as well as the control and administrative decision-making dimensions. However, differences were observed in the administrative direction dimension, favoring the teacher/educator role.
The results also showed no statistically significant differences at the significance level (α ≤ 0.05) in the mean estimates of the study sample attributed to the years of experience variable for the planning dimension. However, differences were found in the administrative organization and administrative control dimensions, favoring those with less than 7 years of experience, and in the administrative direction dimension, favoring those with more than 7 years of experience.
The results indicated statistically significant differences at the significance level (α ≤ 0.05) in the mean estimates of the study sample attributed to the educational qualification variable. These differences favored those with a bachelor's degree or lower in the dimensions of administrative organization and administrative control, and those with a master's degree or higher in the administrative planning dimension. However, no significant differences were found for the administrative direction dimension.
In light of the previous results, several recommendations were made, including: developing the administrative capacities of school principals in the areas of planning, organization, leadership, and project management to enhance the efficiency of school administration; providing training opportunities and workshops to develop skills in administrative direction and strengthen leadership abilities; promoting a culture of self-monitoring and accountability in government schools in Al Dakhiliyah Governorate by establishing mechanisms for performance evaluation and periodic reviews; and encouraging strategic thinking and innovation in the administrative decision-making process in government schools.
