Challenges in Education System Affecting Teacher Professional Development in Oman

Shabibi, Amira Sulaiman Al; Silvennoinen, Heikki

doi:10.30958/aje.5-3-3

Cited by 27 publications

(13 citation statements)

References 17 publications

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“…This emphasis on quality has also been reemphasized as a priority objective in the newly-formulated National Strategy for Education 2040 (The Education Council, 2018). To align with this new orientation, teachers are expected to shift from a long-standing “didactic approach” to a more differentiated set of teaching and learning techniques (Al Shabibi and Silvennoinen, 2018) and place greater emphasis on students’ acquisition of critical thinking and self-learning skills (Ministry of Education and New Zealand Association for Research in Education, 2017). A parallel shift in the roles and practices of instructional supervisors has been proposed, with the aim of assisting teachers in updating their classroom performance (Al-Kiyumi and Hammad, 2019; Amzat et al, 2017; Ministry of Education, 2006).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The need to support the professional learning of teachers has also been evident in Oman owing to concerns raised by both local educational authorities and international organizations about the low quality of the education system (see Al Jabri et al, 2018;Al-Najar, 2016;Al Shabibi and Silvennoinen, 2018; Ministry of Education and New Zealand Association for Research in Education, 2017;Ministry of Education and World Bank, 2012). Criticisms have specifically focused on inadequate curricula, poor teacher training, use of outdated pedagogical approaches, and ineffective assessment methods.…”

Section: Introductionmentioning

confidence: 99%

“…Criticisms have specifically focused on inadequate curricula, poor teacher training, use of outdated pedagogical approaches, and ineffective assessment methods. This is the case despite massive investments in a comprehensive education reform program which has introduced new curricula and approaches to teaching and learning (Al Shabibi and Silvennoinen, 2018; Walker and Hallinger, 2016; Ministry of Education and World Bank, 2012). Thus, policymakers in Oman, as in many other societies, are challenged to find more effective means of upgrading system capacity.…”

Section: Introductionmentioning

confidence: 99%

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Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency

Al-Mahdy¹,

Hallinger²,

Emam³

et al. 2021

Educational Management Administration & Leadership

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Lagging student performance in the Sultanate of Oman has, in recent years, led the Ministry of Education to target teachers’ professional learning as a key strategic pillar in its efforts to reform the education system. While international evidence finds principal leadership can make a meaningful difference in teacher engagement in professional learning, this has yet to be studied in Arab societies. The current study collected data from 887 teachers in 78 Omani middle schools with the aim of understanding if and how their principals’ learning-centered leadership influences teacher agency, teacher trust and teacher professional learning. Factor analysis, structural equation modelling, and bootstrapping were used to explore both partial and full mediation models of these relationships. Results validated a partial mediation model in which learning-centered leadership had moderate direct and indirect effects on teacher professional learning. The validated model also highlights the important role that principals can play in creating a climate of trust where teachers believe that investing their time and effort in professional learning will be beneficial for themselves and their schools. The results from Oman are compared with findings from other Asian societies and implications discussed.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency

Al-Mahdy¹,

Hallinger²,

Emam³

et al. 2021

Educational Management Administration & Leadership

View full text Add to dashboard Cite

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“…At almost 100% of students have had access to basic education. However, the current situation in Omani schooling has offered various challenges for the professional development of teachers (Sulaiman Al Shabibi & Silvennoinen, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

English Teachers’ Attitude towards Professional Development in Kuwait

Alzankawi

2020

Int. J. Appl. Linguist. Engl. Lit.

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Teacher professional development is a life-long and continuous process in which teachers are expected to upgrade their knowledge, master new skills, and change their practices since advancement in their teaching career is finally for their students and education reform. Besides, teachers and their professional development must be seen as an investment. This study is designed to investigate the English teachers’ attitude towards professional development in Kuwait and the problems encountered by those teachers, and their need for professional development programs. It intends to devise innovative approaches for English teacher’s development in Kuwait based on teachers’ requirements to provide those teachers with all they need to overcome the obstacles they face in their professional lives. It will also assess teachers’ preferences of the pedagogical tools that enable them to convey the instructional material. The participants in this study were 20 experienced in-service English teachers who were chosen randomly from three different institutes at the Public Authority for Applied Education and Training (PAAET) in Kuwait. Data were gathered from two main sources: Interviews with in-service teachers of English, and questionnaires. Specifically, the study aimed to address questions related to the teachers’ future development and the possible problems facing them or expects that might face them in the future, and their feedback about the challenges and difficulties of teaching English in Kuwait. The findings revealed a lack of teachers’ development in some particular areas that need more skill development of English teachers. Intensive training courses should be applied for the in-service teachers, and professional development programs should promote and enhance teaching effectiveness and support professional growth. Teachers’ professional development should permit the transition to higher status and responsibility roles within the teaching profession. Therefore, teachers need access to new research and acknowledgment in teaching literacy, language development, and an integrated curriculum. Moreover, they need appropriate up-to-date qualifications in both the content area of the subject and teaching methodology. They also need opportunities to share expertise with other experienced teachers and educators, leading to reflection on practice. Furthermore, high-quality teaching should be focused on developing a strong, well informed, and well supported professional body to respond to community and educational concerns. Also, access to professional development is of paramount importance as it enables teachers to improve students’ learning outcomes. Finally, English teachers can actively participate in evaluating teaching practices and programs; and actively participate in the implementation of local state and national curriculum initiatives.

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“…Without being accompanied by efforts to increase teacher professionalism, these policies may not necessarily guarantee the quality of student learning outcomes and that improving the quality of education will be better. Because increasing teacher professionalism is one of the most basic problems in the world of education (Nova et al, 2019;Sulaiman et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Freedom of learning policy: a critical review of the teacher professionalism perspective

2021

ilkonline

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The main objective is to conduct a critical analysis of the independent learning policy from the perspective of teacher professionalism. The data collection method is a literature study with a descriptive analysis. The data obtained were compiled, analyzed, then conclusions were drawn. Based on the results of the study, the implementation of the independent learning policy as an effort to improve the quality of education and the quality of learning will be successful if it is supported by efforts to revitalize the teacher professional development program by compiling a professional teacher management system supported by the facilitation of independent teacher training according to the priority scale of capacity building needs and teacher professionalism. The recommendations of the results of this study require the need for a conducive national teacher management system and the preparation of a national teacher professional capacity map for guidance and professional development of teachers.

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Challenges in Education System Affecting Teacher Professional Development in Oman

Cited by 27 publications

References 17 publications

Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency

Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency

English Teachers’ Attitude towards Professional Development in Kuwait

Freedom of learning policy: a critical review of the teacher professionalism perspective

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