Teachers' Perceptions of Principals’ Instructional Leadership in Omani Schools

Yasser F. Hendawy Al-Mahdy^1, and Amal R. Al-kiyumi²

¹Department of Comparative Education & Educational Administration, Faculty of Education, Ain Shams University, EGYPT

²Department of Educational Foundations and Administration, Sultan Qaboos University, OMAN

Cite this paper

Yasser F. Hendawy Al-Mahdy and Amal R. Al-kiyumi. Teachers' Perceptions of Principals’ Instructional Leadership in Omani Schools. American Journal of Educational Research. 2015; 3(12):1504-1510. doi: 10.12691/EDUCATION-3-12-4

Abstract

The main purpose of this study was to examine teachers’ perceptions of their school principals’ instructional leadership (IL), and the impact gender might has on those perceptions. The Instructional Management Rating Scale (PIMRS) Thai-form of Hallinger and Lee [15] was used to collect data from 368 teachers for measuring principals’ practices of instructional leadership in Omani schools. The main results suggested a moderate level of school principals’ engagement in the three dimensions of instructional leadership. The lowest rated dimension was managing the Instructional Program whereas the highest rated dimension was Creating School Mission. There were significant differences in the first dimension of IL (i.e. creating a school mission) based on gender in favor of female teachers. This study contributes to the body of research on instructional leadership from the Omani cultural context.

Keywords

instructional leadership, PMIRS model, school principals, teachers' perceptions

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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