Supervisory behaviour and its relationship with teachers' teaching performance, work motivation and job satisfaction in Oman
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Date
2009
Authors
Nasser Aljabri, Salim Hamood
Journal Title
Journal ISSN
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Abstract
The purpose of this study was to investigate Omani supervisors' supervisory
behaviour from the teachers’ perspectives and examined its relationship with
teachers' teaching performance, work motivation and job satisfaction. A
sample of 634 Basic Education teachers from four regions in Oman participated
in this study. Four instruments namely the Supervisory Behaviour Description
Questionnaire (SBDQ), Teachers' Motivation Questionnaire (TMQ), Mohrman-
Cokke-Mohrman Job Satisfaction Scale (MCMJSS) and Teachers' Performance
Competence Appraisal Instrument (TPCAI) were administered to collect
sufficient data from the sample. The data were analysed using SPSS and
AMOS to get descriptive statistics, Multivariate Analysis of Variance
(MANOVA), Analysis of Variance (ANOVA), Pearson Correlation and Path
Analysis in order to answer research questions. Principal findings revealed that
Omani teachers perceived that their supervisors demonstrating all the three
types of supervisory behaviour (directive, collaborative and non-directive).
However, they also perceived their supervisors' supervisory behaviour as more
directive rather than collaborative and non-directive. The findings also revealed
that there were significant relationships between the teachers’ teaching
performance and the three types of supervisory behaviour, teachers’ work
motivation and job satisfaction. Furthermore, the findings revealed that only the
non-directive supervisory behaviour has a direct effect on the teachers' teaching
performance; while work motivation, job satisfaction become mediatory factors
between supervisory behaviour and teaching performance, as the three types of the supervisory behaviour indirectly influence teachers' performance either
through the teachers' job satisfaction or teachers' work motivation. The results
also suggested that the non-directive and collaborative supervisory behaviour
are related to high teachers' teaching performance, work motivation and job
satisfaction. On the other hand, the directive supervisory behaviour is related to
lower teachers' teaching performance, work motivation and job satisfaction.
However, the findings revealed that there are no significant relationships
between the teachers' gender, experience and specialization and perceived
supervisory behaviour, teachers' (general, intrinsic, extrinsic and responsibility)
motivations and teachers' job satisfaction. A significant difference was found
only between the male and female teachers in their teaching performance.
Based on this study, a model that relates to supervision and teacher
performance was proposed. The model suggests that educational supervision
by supervisors in Oman need to reorient teacher's supervision practices to be a
process of collaboration and cooperation between supervisors and teachers
that is to be more democratic and teacher-centered rather than authoritarian
and supervisor-centered. The findings of this study recommend that the nondirective
and collaborative supervision to be introduced as part of education
reform efforts in Oman to achieve effective supervision in schools. Finally,
implications for further research were suggested and the study instruments can
be valuable tools for the others who are interested in studying educational
supervision and teachers' performance.
Description
PhD
Keywords
Education , Supervisory behaviour , Teaching performance , Work motivation , Job satisfaction