Unlocking Creative Supervision: Insights from Arabic Language Teachers

Abstract

This study identified the degree to which ‘lead-teachers’ practice creative supervision from the perspective of Arabic language teachers. The study employed descriptive analytical methods by collecting quantitative data.  To achieve this objective, a questionnaire consisting of four dimensions was used: Human Relations, Personal Traits, Planning, Supervisory Practices. Each dimension included a set of items. This questionnaire was administered to the study sample, which comprised (120) Arabic language teachers in the Sultanate of Oman. To determine this degree, the descriptive statistics, means and standard deviations, of the responses to the four dimensions of the questionnaire were calculated. The results showed that the degree of practice for all four dimensions was very high. The mean for the Human Relations dimension was (4.69 - 0.43), while the mean for the items for the Personal Traits dimension ranged between (4.66 - 0.44). The mean for the Planning dimension was (4.56 - 0.6), and the mean for the Supervisory Practices dimension was (4.54 - 0.6). Furthermore, the overall arithmetic mean was (4.06 - 0.50), which is a very high degree. In light of these findings, the study recommends documenting and sharing best practices of creative supervision across schools to inspire consistency and innovation. It is also of high importance to develop continuous training programs through specialized centers that focus on creative supervision aligned with 21st -century learning skills.