القوة التطويرية للمعلمين وعلاقتها بتعلمهم المهني في المدارس الحكومية بسلطنة عمان

Abstract EN

This study aims to explore the relationship between teacher agency and teacher professional learning in Oman public schools.

The study adopted the quantitative approach using structural equation modeling to analyze data collected from 574 teachers.

The study found that the dimensions of teacher agency (learning effectiveness, teaching effectiveness, optimism, and constructive engagement) were manifested in the sample schools to the degree "very high", with "optimism" being the most manifested dimension.

Results also showed a very high level of teachers’ practice of informal professional learning activities with "experimentation" being the most practiced dimension.

Moreover, the study revealed a positive effect of teachers’ agency on their professional learning, with the dimension of "constructive engagement" being the most influential, and the dimension of "optimism" had no effect.

The study concluded with some recommendations as focusing the educational system on sustaining and stimulating teachers’ agency and directing them to participate effectively in the development of education in Oman.