Factors affecting teachers' professional performance in the Sultanate of Oman / Said Salim Hamed Al-Harthy
This research tests a path analytical model of five factors affecting teacher professional performance in the Sultanate of Oman. Data of 236 teachers from the second cycle of basic education system in Oman were analyzed using the path analysis approach with AMOS 18.0 software. The procedures inc...
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| Format: | Thesis |
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2013
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| Online Access: | http://studentsrepo.um.edu.my/5594/ http://studentsrepo.um.edu.my/5594/1/Final_Version%2DSAID_AL_HARTHY.pdf |
| Summary: | This research tests a path analytical model of five factors affecting
teacher professional performance in the Sultanate of Oman. Data of 236
teachers from the second cycle of basic education system in Oman were
analyzed using the path analysis approach with AMOS 18.0 software. The
procedures included a) preliminary analysis for the normality and the statistics,
b) path analysis to test the goodness-of-fit, to estimate the effects (direct,
indirect, and total), to build the parsimony model, and to study the moderator
effects of groups. The conceptual framework guiding this study was based on
the theory of performance (Campbell et al., 1993), theory of reasoned action
(Fishbein & Ajzen, 1975), and the history of the theoretical work; related
studies. The instruments of this research were scale of teachers' attitudes
towards teaching and the Omani teachers' professional performance evaluation
instrument.
All research and statistical hypotheses were tested at .05 significant
level. Findings of the fit tests indicated a good fit indices with the overall
sample data (χ2= 3.64, df = 4, p = .457). The path analytical model of factors
affecting teachers professional performance has approved that there are only
two factors affecting, directly, the teachers performance. They are teachers'
work experience (β = .25, p > .05) and the cumulative grade point average (β =
.44, p > .05). Whereas, teachers' attitudes towards teaching, in-service training,
and teachers' self-professional development are, statistically, non-affecting
factors. Also, the path analytical model of factors affecting teachers’
i
professional performance has proved that there is only one factor having an
indirect effect on the teachers' performance through the work experience. That
is the in-service training factor by significant value 0.09 of standardized path
coefficient. Findings also show that there are nine total effects among the model
variables. The weakest is the total effect of self-professional development on
teachers professional performance and the strongest is total effects of teachers’
attitudes towards teaching on self-professional development.
Finally, the comparison tests between path models of teachers’ gender
and their specialization reveal significant difference between male and female
models and between applied and human science teachers' models. Therefore,
both gender and specialization of Omanis teachers are considered to be
moderators for the relationships between the studied factors of the fitted path
model. |
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