المجتمعات المهنية للتعلم ودورها في تحسين جودة الأدإ المدرسي لدى مديري المدارس والمديرين المساعدين في سلطنة عمان
This study aimed to reveal the importance of professional learning communities and their role in improving the quality of school performance among school principals and assistant principals in the Sultanate of Oman. This study intended to identify a possible relationship between applying the dimen...
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| id |
my-usim-ddms-12947 |
|---|---|
| record_format |
uketd_dc |
| institution |
Universiti Sains Islam Malaysia |
| collection |
USIM Institutional Repository |
| language |
other |
| topic |
School Performance Learning Practices |
| spellingShingle |
School Performance Learning Practices Fatema Mohammed Salim Al-Salehi المجتمعات المهنية للتعلم ودورها في تحسين جودة الأدإ المدرسي لدى مديري المدارس والمديرين المساعدين في سلطنة عمان |
| description |
This study aimed to reveal the importance of professional learning communities and
their role in improving the quality of school performance among school principals and
assistant principals in the Sultanate of Oman. This study intended to identify a possible relationship between applying the dimensions of professional learning communities and improving the school performance in terms of administration, teaching, and learning. Statistical differences in the dimensions of professional learning coininunities and the quality of school perfonnance by school principals and assistant principals were examined, based on their demographic variables, namely gender, district, qualification, level of education, job title, and years of experience. To achieve the objectives of the study, the descriptive analytical approach is used. Theoretical literature about the study's area was perused, while the data was collected
using a questionnaire consisting of 76 iteins that represented four constructs. The questionnaire was distributed to 180 school principals and 224 assistant principals in the provinces of North Batinah and South Batinah. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to verify the construct validity and reliability of the constructs. Independent samples t-test and one-way ANOVA were performed to examine any statistical differences among the respondent's demographic variables. Additionally, content analysis was done on the semi-structured interviews conducted with ten key participants. Most importantly, the analyses suggest that the level of practices of professional learning communities and the improvement of the quality of school performance among school principals and assistant principals were high. The relationship between the application of the dimensions of professional learning communities and the improvement of the quality of school performance was also shown to be relevant and important. There was a direct impact on the dimensions of professional learning communities on the improvement of the quality of school performance. These findings were demonstrated through their practices and the analysis of the content of the development plans of the schools. The results of the affirmative coefficient analysis indicated the indicators' reliability and suitability for the four dimensions of the study. The study also showed that there were no
statistically significant differences at the alpha level of 0.05 based on the respondents' gender, province, education, and job title in the four dimensions (management practices, education practices, learning practices, and improvement of performance quality). However, this study found that at the level of alpha of 0.05, there were statistically significant differences in the management practices based on the respondents' qualification. There were also differences found in the teaching and learning practices based on the respondents' gender, as well as differences between the teaching practices were based on the respondents' experience. This study presented suggestions and recommendations, the most important of which is establishment of an electronic learning platform for the professional learning communities under the supervision of the Specialized Centre for Vocational Training of Teachers (Ministry of Education). The aim of this platform is threefold, i.e. to exchanging strategies on improvement in the fields of school performance, to provide consultation regarding practices and experiences, and to facilitate coinmunication between trainers and trainees in an effective learning environment. |
| format |
Thesis |
| author |
Fatema Mohammed Salim Al-Salehi |
| author_facet |
Fatema Mohammed Salim Al-Salehi |
| author_sort |
Fatema Mohammed Salim Al-Salehi |
| title |
المجتمعات المهنية للتعلم ودورها في تحسين جودة الأدإ المدرسي لدى مديري المدارس والمديرين المساعدين في سلطنة عمان |
| title_short |
المجتمعات المهنية للتعلم ودورها في تحسين جودة الأدإ المدرسي لدى مديري المدارس والمديرين المساعدين في سلطنة عمان |
| title_full |
المجتمعات المهنية للتعلم ودورها في تحسين جودة الأدإ المدرسي لدى مديري المدارس والمديرين المساعدين في سلطنة عمان |
| title_fullStr |
المجتمعات المهنية للتعلم ودورها في تحسين جودة الأدإ المدرسي لدى مديري المدارس والمديرين المساعدين في سلطنة عمان |
| title_full_unstemmed |
المجتمعات المهنية للتعلم ودورها في تحسين جودة الأدإ المدرسي لدى مديري المدارس والمديرين المساعدين في سلطنة عمان |
| title_sort |
المجتمعات المهنية للتعلم ودورها في تحسين جودة الأدإ المدرسي لدى مديري المدارس والمديرين المساعدين في سلطنة عمان |
| granting_institution |
Universiti Sains Islam Malaysia |
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my-usim-ddms-129472024-05-29T18:32:56Z المجتمعات المهنية للتعلم ودورها في تحسين جودة الأدإ المدرسي لدى مديري المدارس والمديرين المساعدين في سلطنة عمان Fatema Mohammed Salim Al-Salehi This study aimed to reveal the importance of professional learning communities and their role in improving the quality of school performance among school principals and assistant principals in the Sultanate of Oman. This study intended to identify a possible relationship between applying the dimensions of professional learning communities and improving the school performance in terms of administration, teaching, and learning. Statistical differences in the dimensions of professional learning coininunities and the quality of school perfonnance by school principals and assistant principals were examined, based on their demographic variables, namely gender, district, qualification, level of education, job title, and years of experience. To achieve the objectives of the study, the descriptive analytical approach is used. Theoretical literature about the study's area was perused, while the data was collected using a questionnaire consisting of 76 iteins that represented four constructs. The questionnaire was distributed to 180 school principals and 224 assistant principals in the provinces of North Batinah and South Batinah. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to verify the construct validity and reliability of the constructs. Independent samples t-test and one-way ANOVA were performed to examine any statistical differences among the respondent's demographic variables. Additionally, content analysis was done on the semi-structured interviews conducted with ten key participants. Most importantly, the analyses suggest that the level of practices of professional learning communities and the improvement of the quality of school performance among school principals and assistant principals were high. The relationship between the application of the dimensions of professional learning communities and the improvement of the quality of school performance was also shown to be relevant and important. There was a direct impact on the dimensions of professional learning communities on the improvement of the quality of school performance. These findings were demonstrated through their practices and the analysis of the content of the development plans of the schools. The results of the affirmative coefficient analysis indicated the indicators' reliability and suitability for the four dimensions of the study. The study also showed that there were no statistically significant differences at the alpha level of 0.05 based on the respondents' gender, province, education, and job title in the four dimensions (management practices, education practices, learning practices, and improvement of performance quality). However, this study found that at the level of alpha of 0.05, there were statistically significant differences in the management practices based on the respondents' qualification. There were also differences found in the teaching and learning practices based on the respondents' gender, as well as differences between the teaching practices were based on the respondents' experience. This study presented suggestions and recommendations, the most important of which is establishment of an electronic learning platform for the professional learning communities under the supervision of the Specialized Centre for Vocational Training of Teachers (Ministry of Education). The aim of this platform is threefold, i.e. to exchanging strategies on improvement in the fields of school performance, to provide consultation regarding practices and experiences, and to facilitate coinmunication between trainers and trainees in an effective learning environment. Universiti Sains Islam Malaysia 2020-05 Thesis other https://oarep.usim.edu.my/handle/123456789/12947 https://oarep.usim.edu.my/bitstreams/eb991e05-6d40-4bd7-b8ee-110c1d82e2bd/download 8a4605be74aa9ea9d79846c1fba20a33 https://oarep.usim.edu.my/bitstreams/9a233e6c-ea82-466c-b4d1-8a24ff989079/download 23803e5d61878f47c9b4fba7156017fd https://oarep.usim.edu.my/bitstreams/e93ad89b-f3f4-4cfb-b454-4d14216944c9/download c609609c16f30a199f9621ad58f9c437 https://oarep.usim.edu.my/bitstreams/36ba1bbc-bd82-4ca8-ba34-62272df443a1/download 29a6286e5bbd04fe88f92e89045f4a7a https://oarep.usim.edu.my/bitstreams/1283b792-8e57-42c0-8585-810939a73359/download 8d1a5c46bac847c67f1498443368a1df https://oarep.usim.edu.my/bitstreams/3c5601f8-c5b6-447a-9328-7c301af9e7b3/download 6478654a26cd0863c91a6b0e99903c8a https://oarep.usim.edu.my/bitstreams/293f5a93-7ae7-4f18-9bb7-f9d2f4c74ce7/download c65efe1a935c124dbd83e960f7e71f5e https://oarep.usim.edu.my/bitstreams/e3bbc5be-d425-46be-9adc-f40170543d73/download 675c9cdfb7205d24ea1aa7c14e3c3701 https://oarep.usim.edu.my/bitstreams/cd351f0f-ec6d-4eea-ab1c-0f5e6f46d3be/download b02b05c941157024a2be6d3f472fec19 https://oarep.usim.edu.my/bitstreams/c10e8cba-407c-4aaa-8976-4eec89f9666f/download 1d82f60777dc63ceb9d0488b8bc08827 https://oarep.usim.edu.my/bitstreams/465d33ca-697d-4c59-b049-b38007dea909/download 48b012ab8bc20a1da2bfe3249367e5f4 https://oarep.usim.edu.my/bitstreams/e306feb3-0d02-432d-9d4b-011dbd3a88e4/download 79df601aaddc42709fea1adb2a7d329b https://oarep.usim.edu.my/bitstreams/36529825-817d-4457-af4a-22089bef8545/download fa4ea51a0f77146f48e0db0f0159801b https://oarep.usim.edu.my/bitstreams/a963ad9e-e4ac-4d2f-a7ac-c25ef2ed47c7/download 0e831d9ef90e6cc63a61c5dbdfdd11e0 https://oarep.usim.edu.my/bitstreams/f811cea0-2284-4e88-b974-9b710e103543/download 31ceea13eeddff875e44ad97b9a47e1b https://oarep.usim.edu.my/bitstreams/347c5a52-f8f5-4911-9aac-e1b52d22d8b3/download 68b329da9893e34099c7d8ad5cb9c940 https://oarep.usim.edu.my/bitstreams/7a4a30ab-613f-45e4-ac29-9fc81dd695ba/download 24d68299ae13852334a122ea657bbaaa https://oarep.usim.edu.my/bitstreams/135b2b9c-995e-44c7-b1ad-71f7149115a0/download 1abb17524afa00a251ba82b97dccaf75 https://oarep.usim.edu.my/bitstreams/9ef4b4f4-0461-41e5-a9de-488a5eaf90fb/download 24d68299ae13852334a122ea657bbaaa School Performance, Learning Practices |