English abstract
This study aimed to provide a proposed suggestion for activating educational supervision in post-basic education schools in Muscat Governorate in light of the differentiated supervision model. It attempts to reveal the educational supervisors' practices of differentiated the difficulties facing its supervision in post-basic education schools and the implementation. It also aimed to locate the differences in the responses of the population sample according to the variables of gender, job, and years of experience.
The study is based on the descriptive method. It is conducted through the distribution of a 41 elements questionnaire covering four main areas, three of which are related to the educational supervisors' practices of differentiated supervision including basis and foundations of differentiated supervision, supervisor's tasks in light of differentiated supervision, and methods of differentiated supervision. The fourth aspect concerns difficulties of implementation. The population sample consisted of 300 teachers in Muscat Governorate.
Statistical analysis of data through SPSS has revealed various findings. It demonstrated that supervisors' practices of differenti supervision in post-basic education schools is under the expected level as it scored medium grade in the first three aspects. The intensive development method of differentiated supervision is found out to be the least practiced method scoring a low grade. The study also shows that the most prominent difficulty facing implementation is teacher's lack of time for conducting activities of cooperative professional development. Furthermore, the results reveal no statistically significant differences due to variables of gender and years of experience, while there are statistically significant differences according to job variable, positively seen in senior teachers' side in all aspects.
The study concluded by providing a proposed suggestion for activating educational supervision in post-basic education schools in light of the differentiated supervision model. The proposal comprises several procedures including the significance of providing intensive training by educational supervisors for new teachers and those with inefficient teaching performance. It also emphasizes the importance of teachers participation in specifying their professional needs and planning their professional development programmes.
