Supervisory behaviour and its relationship with teachers' teaching performance, work motivation and job satisfaction in Oman

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dc.contributor.authorNasser Aljabri, Salim Hamood
dc.date.accessioned2014-10-21T04:37:13Z
dc.date.available2014-10-21T04:37:13Z
dc.date.issued2009
dc.descriptionPhDen_US
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/140
dc.language.isoenen_US
dc.subjectEducationen_US
dc.subjectSupervisory behaviouren_US
dc.subjectTeaching performanceen_US
dc.subjectWork motivationen_US
dc.subjectJob satisfactionen_US
dc.titleSupervisory behaviour and its relationship with teachers' teaching performance, work motivation and job satisfaction in Omanen_US
dc.typeThesisen_US
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