Prioritising Supervisory Leadership Competencies for Teacher Job Satisfaction: An Evidence-Based Leadership Investment Model in the Omani Educational Context
DOI:
https://doi.org/10.33102/alazkiyaa268الكلمات المفتاحية:
supervisory leadership، teacher job satisfaction، leadership effectiveness، educational leadership development، Reddin’s Three-Dimensional Leadership Theory، evidence-based leadership investment، leadership prioritizationالملخص
Educational systems worldwide face the challenge of enhancing leadership quality while operating within constraints of financial resources, professional development time, and institutional capacity. Although extensive research has established the influence of supervisory leadership on teacher outcomes, limited empirical attention has focused on determining which leadership competencies should receive priority investment. Addressing this gap, the present study examines the relative predictive contribution of supervisory leadership dimensions to teacher job satisfaction and proposes an evidence-based approach for prioritizing leadership development efforts. Grounded in Reddin’s Three-Dimensional Leadership Theory, this quantitative correlational study investigated the contribution of three supervisory leadership dimensions—task orientation, relationship orientation, and leadership effectiveness—to teacher job satisfaction in the Sultanate of Oman. Data were collected from teachers using structured measures of supervisory leadership practices and job satisfaction. Descriptive statistics, Pearson correlation analysis, and multiple regression analysis were conducted to examine relationships and determine the relative contribution of each leadership dimension. The findings indicated that supervisory leadership dimensions were positively associated with teacher job satisfaction. The regression model was statistically significant and explained approximately 29% of the variance in teacher job satisfaction. However, the predictive contribution of individual leadership dimensions differed, suggesting that leadership development initiatives should be strategically prioritized rather than implemented through an assumption that all competencies have equal impact. Based on these findings, the study proposes the Evidence-Based Leadership Investment Model (ELIM), a framework designed to support educational systems in identifying high-value leadership competencies, prioritizing professional development investments, and evaluating leadership outcomes. The study contributes to educational leadership research by extending the focus from identifying effective leadership behaviours toward determining evidence-based priorities for leadership capacity building. Although situated within the Omani educational context, the proposed framework offers broader relevance for education systems seeking to maximize leadership improvement under conditions of limited resources.
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التنزيلات
منشور
كيفية الاقتباس
إصدار
القسم
الرخصة
الحقوق الفكرية (c) 2024 Said Khalfan Ahmed Al Mayyahi
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