Practicing leadership skills by the Sultanate of Oman school principals according to the Kouzes and Posner model

Maryam A. Balushi; Ali M. Jubran; Aida B. Qasimi

doi:10.31893/multirev.2025203

Keywords:

leadership practices

Kouzes

Posner theory

Abstract

This study aimed to investigate the extent to which public school principals in the Sultanate of Oman practice leadership skills in light of Kouzes and Posner's leadership challenge model. The study determined that for the research question: To what extent do public school principals in Oman practice leadership skills according to the Kouzes and Posner model from the perspective of teachers? The researchers applied A descriptive approach and the study sample was selected randomly. It was consisted of 472 male and female teachers from different public schools in Oman (cycle one, cycle two and post basic education schools). The study instrument was a questionnaire composed of five subdomains (Model the Way, Inspire Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart), distributed across 33 items, and validated for reliability and accuracy. Data collection had done through the survey. The results showed that the degree of public-school principals' practice of leadership skills according to the leadership challenge model was very high with a mean score of 4.25 at a significant level α 0.05. The study recommended the need for a comprehensive training program for school principals on the basis of the leadership challenge model. Additionally, the ability to inspire a shared vision and empowering staff for leaders should be strengthened through training courses and workshops. This study further highlights that empowering staff is crucial issue to enhance their achievements through fostering innovation and acknowledge staff achievements. The training programs at the Specialized Leadership Training Center under the Ministry of Education in Oman should be integrated.
References
1. Al.Adamat, K. (2004). The degree of practicing leadership behavior by directors of education in Jordan and its relationship to job satisfaction and organizational commitment of their department heads. [Unpublished doctoral dissertation]. Amman Arab University.
2. Al.Hababi, M. (2014). The Degree to Which School Principals Practices the Mental Stimulation of Workers in The Light of Leadership Transformational in the Republic of Yemen. The International Specialized Educational Journal. 3(3), 91-104.
3. Al-Asairi, Y. H. (2012). The role of the school principal as an educational base in developing national culture within the school community. Educational Journal for Scientific Studies, 1(7), 398–418. https://doi.org/10.12816/0002884
4. Al-Hajjah, N. (2021). The extent of leadership skills owned by public school principals in Ramallah and Al-Bireh and their relationship to managerial accountability from the teachers’ point of view: Case study. [Master’s thesis, Al-Quds Open University].
5. Al-Husseini, A. M. (2021, June 30). The great man theory of leadership. Al-Eqtisadiah Newspaper. https://www.aleqt.com/2021/06/30/article_2123551.html
6. Al-Mutairi, S. (2018). A training program proposed to develop the leadership skills of school principals in the Sultanate of Oman in light of their training needs and the educational leadership standards. [Master’s thesis, Al-Quds Open University].
7. Al-Qudah, M. (2013). The relationship between leadership skills and the competencies of the heads of educational departments in the Sultanate of Oman. Journal of Educational and Psychological Sciences, 3(7), 433–445.
8. Al-Sadi, M., & Al-Dahiany, N. (2018). The level of practicing leadership skills by the principals of basic education schools in the capital Sana'a. Ajman Journal for Studies and Researches, 7(1), 1.
9. Al-Zahrani, I. B. H. S. (2019). The transformative leadership and its relationship with the behavior of the participating members in the educational field. Journal of Educational Sciences, 21, 339–416.
10. Al-Zuabi, N. D. (2022). Building a training program for school principals in the Northern Governorates according to the "Leadership Challenge Model" from the point of view of principals, educational supervisors, and teachers [Unpublished doctoral dissertation]. Al al-Bayt University.
11. Attari, A., & Al-Shanfari, A. (2007). Teachers’ and staff perceptions in the directorates of education in the Sultanate of Oman regarding the degree of their empowerment. Journal of Educational and Psychological Sciences, 8(2), 167–187.
12. Ayash, N. (2018). A proposed framework for developing leadership skills for private school principals in the Gaza Governorates in light of contemporary leadership trends. [Master’s thesis, Islamic University of Gaza]. Dar Almanduma Database.
13. Deebajah, N. (2022). The role of school administration in empowering teachers in light of some demographic variables from the school teachers’ point of view in AR. Ramtha City. Journal of Al-Quds Open University for Educational and Psychological Research and Studies, 13(39), 99–115.
14. Jabarin, E., & Shatnawi, N. (2022). The leadership skills of Arab school principals in Green Line and their relationship to principals’ administrative creativity. Jordan Educational Journal, 7(1), 137–163.
15. Jackson, S. (2018). Perceptions of principal leadership skills in high-achieving elementary schools. Walden Dissertations and Doctoral Studies, 5350. https://scholarworks.waldenu.edu/dissertations/5350
16. Kouzes, J., & Posner, B. (2003). Leadership challenge. Jossey-Bass. https://www.academia.edu/7434899/The_Leadership_Challenge_Workbook
17. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement.
18. Michael, O., Anpe, M., & Gambo, B. (2015). Principals’ administrative skills for secondary schools in Plateau State, Nigeria. Asia Pacific Journal of Education, Arts and Sciences, 2(1), 90–96.
19. Ministry of Education. (2023). Statistical yearbook [Al-Kitab al-sanawi lil-iḥṣaat]. Ministry of Education. https://home.moe.gov.om/library/29/show/1239
20. Piaw, C. Y., Hee, T. F., Ismail, N. R., & Ying, L. H. (2014). Factors of leadership skills of secondary school principals. Procedia - Social and Behavioral Sciences, 116, 5125–5129. https://doi.org/10.1016/j.sbspro.2014.01.1085
21. Tipton, T. E. (2007). Perceived leadership practices of principals-coaches and principals-noncoaches [Doctoral dissertation]. East Tennessee State University. https://dc.etsu.edu/etd/2105
22. Wahba, K. (2020). The degree of practicing leadership skills by school principals in Al-Carmel and Al-Galilee regions according to Kouzes and Posner's model and its relationship to enhancing teachers' creativity: Proposed model [Unpublished doctoral dissertation].

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How to cite

Balushi, M. A., Jubran, A. M., & Qasimi, A. B. (2025). Practicing leadership skills by the Sultanate of Oman school principals according to the Kouzes and Posner model. Multidisciplinary Reviews, 8(7), 2025203. https://doi.org/10.31893/multirev.2025203

[1] Al.Adamat, K. (2004). The degree of practicing leadership behavior by directors of education in Jordan and its relationship to job satisfaction and organizational commitment of their department heads. [Unpublished doctoral dissertation]. Amman Arab University.

[2] Al.Hababi, M. (2014). The Degree to Which School Principals Practices the Mental Stimulation of Workers in The Light of Leadership Transformational in the Republic of Yemen. The International Specialized Educational Journal. 3(3), 91-104.

[3] Al-Asairi, Y. H. (2012). The role of the school principal as an educational base in developing national culture within the school community. Educational Journal for Scientific Studies, 1(7), 398–418. https://doi.org/10.12816/0002884

[4] Al-Hajjah, N. (2021). The extent of leadership skills owned by public school principals in Ramallah and Al-Bireh and their relationship to managerial accountability from the teachers’ point of view: Case study. [Master’s thesis, Al-Quds Open University].

[5] Al-Husseini, A. M. (2021, June 30). The great man theory of leadership. Al-Eqtisadiah Newspaper. https://www.aleqt.com/2021/06/30/article_2123551.html

[6] Al-Mutairi, S. (2018). A training program proposed to develop the leadership skills of school principals in the Sultanate of Oman in light of their training needs and the educational leadership standards. [Master’s thesis, Al-Quds Open University].

[7] Al-Qudah, M. (2013). The relationship between leadership skills and the competencies of the heads of educational departments in the Sultanate of Oman. Journal of Educational and Psychological Sciences, 3(7), 433–445.

[8] Al-Sadi, M., & Al-Dahiany, N. (2018). The level of practicing leadership skills by the principals of basic education schools in the capital Sana'a. Ajman Journal for Studies and Researches, 7(1), 1.

[9] Al-Zahrani, I. B. H. S. (2019). The transformative leadership and its relationship with the behavior of the participating members in the educational field. Journal of Educational Sciences, 21, 339–416.

[10] Al-Zuabi, N. D. (2022). Building a training program for school principals in the Northern Governorates according to the "Leadership Challenge Model" from the point of view of principals, educational supervisors, and teachers [Unpublished doctoral dissertation]. Al al-Bayt University.

[11] Attari, A., & Al-Shanfari, A. (2007). Teachers’ and staff perceptions in the directorates of education in the Sultanate of Oman regarding the degree of their empowerment. Journal of Educational and Psychological Sciences, 8(2), 167–187.

[12] Ayash, N. (2018). A proposed framework for developing leadership skills for private school principals in the Gaza Governorates in light of contemporary leadership trends. [Master’s thesis, Islamic University of Gaza]. Dar Almanduma Database.

[13] Deebajah, N. (2022). The role of school administration in empowering teachers in light of some demographic variables from the school teachers’ point of view in AR. Ramtha City. Journal of Al-Quds Open University for Educational and Psychological Research and Studies, 13(39), 99–115.

[14] Jabarin, E., & Shatnawi, N. (2022). The leadership skills of Arab school principals in Green Line and their relationship to principals’ administrative creativity. Jordan Educational Journal, 7(1), 137–163.

[15] Jackson, S. (2018). Perceptions of principal leadership skills in high-achieving elementary schools. Walden Dissertations and Doctoral Studies, 5350. https://scholarworks.waldenu.edu/dissertations/5350

[16] Kouzes, J., & Posner, B. (2003). Leadership challenge. Jossey-Bass. https://www.academia.edu/7434899/The_Leadership_Challenge_Workbook

[17] Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement.

[18] Michael, O., Anpe, M., & Gambo, B. (2015). Principals’ administrative skills for secondary schools in Plateau State, Nigeria. Asia Pacific Journal of Education, Arts and Sciences, 2(1), 90–96.

[19] Ministry of Education. (2023). Statistical yearbook [Al-Kitab al-sanawi lil-iḥṣaat]. Ministry of Education. https://home.moe.gov.om/library/29/show/1239

[20] Piaw, C. Y., Hee, T. F., Ismail, N. R., & Ying, L. H. (2014). Factors of leadership skills of secondary school principals. Procedia - Social and Behavioral Sciences, 116, 5125–5129. https://doi.org/10.1016/j.sbspro.2014.01.1085

[21] Tipton, T. E. (2007). Perceived leadership practices of principals-coaches and principals-noncoaches [Doctoral dissertation]. East Tennessee State University. https://dc.etsu.edu/etd/2105

[22] Wahba, K. (2020). The degree of practicing leadership skills by school principals in Al-Carmel and Al-Galilee regions according to Kouzes and Posner's model and its relationship to enhancing teachers' creativity: Proposed model [Unpublished doctoral dissertation].

Abstract

References

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