HEADMASTERS AS INSTRUCTIONAL LEADERS: AN INVESTIGATION INTO SUPERVISORY PRACTICES AND THEIR IMPACT ON TEACHER DEVELOPMENT IN THE SULTANATE OF OMAN

Abstract

Teachers’ professional performance in schools has long been considered a key factor in building high-quality or outstanding schools and in enhancing students’ academic achievement. Systematic supervision appears to play a crucial role in strengthening teacher professionalism. School headmasters can serve as vital coordinators in overseeing and guiding the supervisory process. In this context, the essential aim of the current study was to explore and assess the supervisory practices of headmasters in the Sultanate of Oman. A systematic qualitative approach was employed, via document analysis, interviews, and systematic observations as the main methods of data collection. The findings revealed that supervisory practices in Oman primarily focused on supporting teachers’ professional growth and development. Two key factors—namely, the professional competence of headmasters and certain organizational and systemic challenges—restrict their ability to effectively carry out supervisory activities that support teaching and learning.