Education Quarterly Reviews
Published: 20 September 2019
Exploring Teachers' Perceptions on Schools' Openness to Change in Omani & Saudi Public Schools
Mohamed M. Ghoneim Sywelem, Dr. Yasser F. Hendawy Al-Mahdy
Suez University, Sultan Qaboos University
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Keywords: Teachers' Perceptions, Schools' Openness to Change, Oman, KSA
The purpose of this study is to determine schools' openness to change (SOC) in the Sultanate of Oman & Saudi Arabia based on the views of public school teachers. The study implements a quantitative approach using the Faculty Change Orientation Scale (FCOS) developed by Smith & Hoy (2007). A sample of (719) subjects is selected during 2018-2019 school years. The data is analyzed through descriptive statistics, t-test, and ANOVA. The research concluded that Saudi and Omani teachers showed high positive perceptions regarding the degree of principal openness to change (POC) and Teacher openness to change (TOC); nevertheless there were no significant differences between Saudi and Omani teachers in SOC; in addition there were significant differences between male and female teachers in favor of female teachers, finally there were significant differences among elementary, middle, and high schools in favor of elementary schools. The current study contributes to the field of school change management in the Arab Gulf States culture, especially in providing insights of teachers from two different Arab Gulf States.
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