أنموذج مقترح لتطوير كفاءة أداء الإداريين العاملين في وزارة التربية والتعليم بسلطنة عمان وفقا لنظرية النظم
This study aimed to propose a model which aims to improve the efficiency of the administrators’ performance who work in the Ministry of Education of Sultanate of Oman according to the systems theory. The population of the study consisted of all the administrators who work in the ministry, specifically from the general bureau of the ministry and educational provinces for the year 2014/2015. The population included the following positions: general director, general director assistant, section director, deputy director, school’s principal, and head of a department. The population of the study consisted of 1824 administrators, while the sample of the study consisted of 426 administrators. In other words, the sample contained (23,3%) of the study’s population. They were chosen according to the simple stratified random technique. The researcher constructed an administrative performance scale for the administrators who work in the ministry. The final form of this scale contained 75 competences, skills, or practices. They covered five elements of the system according to the systems theory. These five elements are: inputs, processes, outcomes, outputs, and feedback. Each element contained 15 competences. Each element contained five dimensions, which are: consonance, hierarchy, functionality, relationship network, enabling. Each element’s dimension contained 3 grades. After verifying the reliability and validity of the instrument and the effectiveness of its paragraphs, it was applied on the sample of the study, the researcher investigated the significance of the differences concerning training needs, in accordance with the study’s variables. These study’s variables are: the educational level, years of experience, job title, and post. The study concluded that there is a variation concerning the administrative competences which the administrative staff at the ministry of education must get training for, or work to develop them. They were represented in the following percentages: 15 administrative competences were classified as imperative needs, 36 administrative competences were classified as highly needed needs, 16 administrative competences were classified as average needed needs, and 8 administrative competences were classified as poorly needed needs, and not needed. In addition, the results showed a variation in the developmental or training needs in what concerns the study’s variables. (Author's abstract)