English abstract
The objective of this study was to examine head teachers' views of the reality of training programs for the basic school head teachers in the Batinah North Region in the Sultanate of Oman. Descriptive method was used to collect data for the study. In this regards, the questionnaire which consisted. The school environment consists of (160) head masters(male/female) who are distributed a many(6) Welayats and the participants of this study include(140) head masters(male/female) The most important results that from the study were:
• The views of head teachers showed very low mean scores for all four major areas of the training programs of the study. Male and female head teachers indicated statistically significant differences (a<0.05)in their views of all four major areas of training program investigated in this study.
. On academic qualifications, there were no statistically significant differences (a<0.05)
between head teachers' views of the content, environment, time of implementation of the training program. However, there was a statistically significant difference between teachers' views on the trainers of the program, where the head teachers with Master's degree showed higher views compared to others.
• In relation to working experiences, there were no statistically significant differences
(a<0.05) between head teachers' views on the environment and time of implementation of the training program. However, there were statistically significant differences (a<0.05) between teachers' views on the content and trainers of the program, where the head teachers with six to ten years and those with more than ten years of working experiences showed higher views compared to other groups of experiences. .
Based on the results of the study, the researcher suggested and recommended the
followings:
• The Ministry should restudy the current training system for in-service head masters.
The Ministry, also, school focus on the practical aspects and skills and touch the actual needs in order to know if the objections are met or not through the results.
Setting a thoughtful and appropriate system of incentives that meet the needs of teachers by allocating a certain percentage of the inner resources of the school and distributing them to all teachers according to the principle of efficiency.
