English abstract
This study aimed to investigate the degree of availability of some administrative transparency indicators in the Ministry of Education as perceived by its employees. It also aimed to identify differences in the sample responses according to educational qualifications, years of experience, gender, types of occupation. The study also aimed to provide suggestions that may contribute to the availability of the transparency in the Ministry of Education. The study used a questionnaire of (59) items that refer to the administrative transparency indicators. These indicators were divided into six fields: transparent rules and regulations, transparent decision making, transparent administrative communication, transparent information, transparent performance evaluation and transparent administrative accountability.
The sample consisted of (517) individuals in the General Court of the Ministry of the Education. Data was statistically analyzed using the SPSS to measure means, standard deviations and rank. In addition, T-tests, Anova, and (post hoc) Scheffe test were used. The main results were as follow:
• Generally the degree of administrative transparency in the Ministry of Education in the Sultanate of Oman was medium as perceived by the sample with mean of (2.72).
• Most fields were in the medium range. The field of "transparent administrative communication" was the highest with a mean of (2.94),followed by the "transparent information" field with a mean of (2.86). The lowest field was "transparent performance evaluation" with a mean of (2.37).
- There were statistically significant differences at (a>0.05) level between the means of males and females, in favor of male participants in the overall mean and in the themes of transparent administrative communication, transparent performance evaluation, and transparent administrative accountability.
- There were statically significant difference at (a20.05) level between the means of males and females, in favor of male participants in the overall mean and in the fields of transparent administrative communication, transparent performance evaluation and transparent administrative accountability.
• There were statically significant difference at (a20.05) level in the overall mean in relation to years of experiences, in favor of individuals with more years of experience (more than 16 years) compared to individuals with less years of experience (11-15) years.
• There were statically significant difference at (až0.05) level in the overall mean in relation to the types of occupation (supervision or executive), in favor of supervision occupations.
In the light of the above findings the researcher offers some recommendations that include the adaption of transparency philosophy and goals by the Ministry of Education leaderships and building a supporting culture for practicing transparency in the Ministry of Education.
