Volume 14 - Issue 3 (11) | PP: 530 - 540
Language : العربية
DOI : https://doi.org/10.31559/EPS2025.14.3.11
DOI : https://doi.org/10.31559/EPS2025.14.3.11
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The Reality of Implementing Administrative Accountability in Schools of Al Dakhiliyah Governorate in the Sultanate of Oman: Teachers' Perspectives
Received Date | Revised Date | Accepted Date | Publication Date |
21/1/2025 | 4/2/2025 | 13/2/2025 | 25/6/2025 |
Abstract
Objectives: This study aimed to explore the reality of implementing administrative accountability in schools of Al Dakhiliyah Governorate in the Sultanate of Oman from the perspective of teachers. It also sought to identify the significance of differences in the responses of the study sample regarding the implementation of administrative accountability, attributed to variables such as gender, educational qualification, and professional experience. Methods: To achieve the study's objectives, a descriptive approach was adopted. The researcher developed a questionnaire consisting of 28 items distributed across two main domains: the administrative domain and the technical domain. Results: Among the study's most prominent findings was that the implementation of administrative accountability in schools of Al Dakhiliyah Governorate was rated highly in both the administrative and technical domains from the perspective of the study sample. The results also indicated statistically significant differences in the responses of the study sample regarding the implementation of administrative accountability in both domains, attributed to the gender variable in favor of females. Conclusions: Recommendations were proposed. Among the most notable recommendations were that school principals shall pay greater attention to implementing the code of professional ethics and shall identify the training needs of teachers.
How To Cite This Article
Al-Siyabi , Y. b. A. (2025). The Reality of Implementing Administrative Accountability in Schools of Al Dakhiliyah Governorate in the Sultanate of Oman: Teachers' Perspectives . International Journal of Educational and Psychological Studies, 14 (3), 530-540, https://doi.org/10.31559/EPS2025.14.3.11
Copyright © 2025, This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.