تصور مقترح لتحسين الأداء المؤسسي في المدارس الحكومية بسلطنة عمان وفق مدخل القيمة المضافة
This study discusses institutional performance indicators from educational aspects according to the added-value approach of schools under the supervision of the Ministry of Education in the Sultanate of Oman. Thus, the study adopts a system for evaluating institutional performance through a set of f...
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| id |
my-usim-ddms-12826 |
|---|---|
| record_format |
uketd_dc |
| institution |
Universiti Sains Islam Malaysia |
| collection |
USIM Institutional Repository |
| topic |
Educational aspects teaching and learning |
| spellingShingle |
Educational aspects teaching and learning Hassan Mohammed Hamed Al Nabhani تصور مقترح لتحسين الأداء المؤسسي في المدارس الحكومية بسلطنة عمان وفق مدخل القيمة المضافة |
| description |
This study discusses institutional performance indicators from educational aspects according to the added-value approach of schools under the supervision of the Ministry of Education in the Sultanate of Oman. Thus, the study adopts a system for evaluating institutional performance through a set of forms. The result indicates obvious deficiency in the performance and support of the school to raise the performance levels of its students to improve their achievement levels in order to develop the efficiency and effectiveness of institutional performance. It is also impaired by some imbalance of accuracy or objectivity in filling out the evaluation forms and its timeliness.
Therefore, the study aimed to discuss the reality of institutional performance in the educational process. The most important indicators that are used for measurement and determining the role of the added-value approach in the institutional performance to have an effective impact on the educational aspect in the General Department of Education in the Governorate of Muscat as well as the relationship between institutional performance indicators and the level of the educational aspect is revealed according to this entry.
The researcher adopted the descriptive analytical method. The sample of the study consisted of (130) principals and pioneer teachers in schools. The researcher designed two questionnaires: the first is to measure institutional performance. It consisted of (57) paragraphs divided into three axes. The second is a questionnaire on the added value consisting of (42) items distributed into four domains.
The study reached several results, including: Institutional performance has improved, focusing on the areas of positive interaction between the school and the community, cooperation between the pioneer teachers, the administration and parents, education feedback and the teacher's level of familiarity with the objectives of the subjects and enabling him to achieve them through the enthusiasm of schools in organising periodic meetings to discuss developments in the educational process, conducting continuous evaluation processes for students, and building cooperation relationships with other institutions, within the framework of immediate and future planning aimed at developing the educational process and implementing remedial and enrichment plans to develop students' creativity skills, taking into account the individual differences between them and the development of tools to take advantage of learning resources.
In the field of added value, the study concluded that the added-value approach has actively contributed towards improving the level of teaching and learning, and the students’ environment. Moreover, their participation in school activities has improved, especially in the field of added value and positive trends and the diversification of teaching strategies used by teachers. Furthermore, the added-value approach can contribute towards measuring institutional performance indicators in educational institutions, in a more comprehensive manner to improve the institutional performance of the school. |
| format |
Thesis |
| author |
Hassan Mohammed Hamed Al Nabhani |
| author_facet |
Hassan Mohammed Hamed Al Nabhani |
| author_sort |
Hassan Mohammed Hamed Al Nabhani |
| title |
تصور مقترح لتحسين الأداء المؤسسي في المدارس الحكومية بسلطنة عمان وفق مدخل القيمة المضافة |
| title_short |
تصور مقترح لتحسين الأداء المؤسسي في المدارس الحكومية بسلطنة عمان وفق مدخل القيمة المضافة |
| title_full |
تصور مقترح لتحسين الأداء المؤسسي في المدارس الحكومية بسلطنة عمان وفق مدخل القيمة المضافة |
| title_fullStr |
تصور مقترح لتحسين الأداء المؤسسي في المدارس الحكومية بسلطنة عمان وفق مدخل القيمة المضافة |
| title_full_unstemmed |
تصور مقترح لتحسين الأداء المؤسسي في المدارس الحكومية بسلطنة عمان وفق مدخل القيمة المضافة |
| title_sort |
تصور مقترح لتحسين الأداء المؤسسي في المدارس الحكومية بسلطنة عمان وفق مدخل القيمة المضافة |
| granting_institution |
Universiti Sains Islam Malaysia |
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my-usim-ddms-128262024-05-29T20:16:14Z تصور مقترح لتحسين الأداء المؤسسي في المدارس الحكومية بسلطنة عمان وفق مدخل القيمة المضافة Hassan Mohammed Hamed Al Nabhani This study discusses institutional performance indicators from educational aspects according to the added-value approach of schools under the supervision of the Ministry of Education in the Sultanate of Oman. Thus, the study adopts a system for evaluating institutional performance through a set of forms. The result indicates obvious deficiency in the performance and support of the school to raise the performance levels of its students to improve their achievement levels in order to develop the efficiency and effectiveness of institutional performance. It is also impaired by some imbalance of accuracy or objectivity in filling out the evaluation forms and its timeliness. Therefore, the study aimed to discuss the reality of institutional performance in the educational process. The most important indicators that are used for measurement and determining the role of the added-value approach in the institutional performance to have an effective impact on the educational aspect in the General Department of Education in the Governorate of Muscat as well as the relationship between institutional performance indicators and the level of the educational aspect is revealed according to this entry. The researcher adopted the descriptive analytical method. The sample of the study consisted of (130) principals and pioneer teachers in schools. The researcher designed two questionnaires: the first is to measure institutional performance. It consisted of (57) paragraphs divided into three axes. The second is a questionnaire on the added value consisting of (42) items distributed into four domains. The study reached several results, including: Institutional performance has improved, focusing on the areas of positive interaction between the school and the community, cooperation between the pioneer teachers, the administration and parents, education feedback and the teacher's level of familiarity with the objectives of the subjects and enabling him to achieve them through the enthusiasm of schools in organising periodic meetings to discuss developments in the educational process, conducting continuous evaluation processes for students, and building cooperation relationships with other institutions, within the framework of immediate and future planning aimed at developing the educational process and implementing remedial and enrichment plans to develop students' creativity skills, taking into account the individual differences between them and the development of tools to take advantage of learning resources. In the field of added value, the study concluded that the added-value approach has actively contributed towards improving the level of teaching and learning, and the students’ environment. Moreover, their participation in school activities has improved, especially in the field of added value and positive trends and the diversification of teaching strategies used by teachers. Furthermore, the added-value approach can contribute towards measuring institutional performance indicators in educational institutions, in a more comprehensive manner to improve the institutional performance of the school. 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