الأنماط القيادية للمشرفين التربويين وفقًا لنظرية "ريدن" وعلاقتها بالرضا الوظيفي للمعلمين في سلطنة عمان
The reality of educational supervision in the Sultanate of Oman indicates that supervisory practices do not reflect the real ongoing progress in the educational supervision system. There is a decline in the leadership supervisory skills as it is indicated by the difference between the supervisory re...
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| Summary: | The reality of educational supervision in the Sultanate of Oman indicates that supervisory practices do not reflect the real ongoing progress in the educational supervision system. There is a decline in the leadership supervisory skills as it is indicated by the difference between the supervisory reality which the Ministry of Education plans for and the supervisory reality that is practiced in schools because of the use conventional and routine styles which resulted in an ineffective supervision in the educational field in the Sultanate. Hence, there is a need to analyze alternatives for effective educational supervision in the Sultanate to address the decline in the educational supervisory system in the Sultanate. Therefore, the study aims to reveal the extent of practicing leadership patterns by educational supervisors according to Reddin’s 3D Theory from the perspective of their teachers, and to identify the level of job satisfaction of teachers based on the demographic variables, and also the levels of correlation between the extent of practicing leadership patterns by educational supervisors based on Reddin’s 3D Theory and job satisfaction of teachers in the Sultanate of Oman. The researcher used the descriptive analytical correlational approach in his study, he also used the questionnaire as a main tool for his study It was distributed to a random stratified sample of (291) teachers from among the first teachers in the Sultanate of Oman, he also used statistical techniques, both detailed and correlative, that suit the nature of this study and its data. The results showed that educational supervisors do practice leadership patterns based on Reddin’s 3D Theory in an overall intermediate level with a mean of (2.96). The results also showed that the teachers’ job satisfaction level was in an overall intermediate level with a mean of (3.19), and that there are demographic differences that are statistically significant in the level of job satisfaction of teachers attributed to the “teacher’s gender” variable in favor of females in all the dimensions. There are no demographic differences in the job satisfaction level of teachers attributed to the “educational qualification” and the “years of experience” variables in all the dimensions. In addition, there are positive correlative relationships between leadership patterns that educational supervisors practiced according to Reddin’s 3D Theory and job satisfaction of teachers. Finally, the study presented some recommendations that are represented by the importance of adopting leadership patterns of Reddin’s 3D theory by the directorates of education in the four educational districts, and employing them by educational supervisors in the educational supervision field in a way that reflects the great gains in the educational track and its positive influence upon job satisfaction and lifting the performance level which helps achieve creativity and distinction. |
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