The quality of a mathematics teacher training programme at the specialised institute for professional training of teachers in Oman

• Main Author: Alwahaibi, Sultan Saqar Oqaidan
• Format: Thesis
• Language: English; English
• Published: 2022
• Subjects: LB Theory and practice of education; LB1025-1050.75 Teaching (Principles and practice)
• Online Access: https://etd.uum.edu.my/10456/1/permission%20to%20deposit-grant%20the%20permission-902103.pdf; https://etd.uum.edu.my/10456/2/s902103_01.pdf; https://etd.uum.edu.my/10456/

The Ministry of Education (MOE) in Oman provides many in-service training opportunities to teachers in all subject areas. One of the educational institutions that provide teacher training programs in this country is the Specialised Institute for Professional Training of Teachers. This study investigates trainees’ perceptions of factors influencing the quality of mathematics teacher training programmes (context, administration, training design, training content, facilities, trainer’s competencies, trainees’ characteristics, delivery, trainer’s follow-up, and feedback, and perceived outcomes). This qualitative case study is guided by the CAIPO (Context, Administration, Input, Processes, and Outcomes) training evaluation model. Mathematics trainee teachers from public schools in the first and second cohorts at the SIPTT were recruited as research subjects. Twelve individual semi-structured interviews were conducted among 433 Mathematics trainee teachers from public schools in the first and second cohorts at the SIPTT who attended the programme. Data were analysed through coding and thematic analysis. The trustworthiness of the findings was enhanced by triangulation, quotes from participants, data recording, and member checking. The participants indicated that the Mathematics teachers training program was of quality in terms of supportive school environment and professional learning communities in the context theme, training design, training content, facilities, trainer’s competencies, trainees’ characteristics in the input theme, delivery, trainer’s follow-up and feedback in the process theme, and perceived positive outcomes. They also reported several policies and procedures challenges in the administration theme. This study advances existing research by determining key indicators of training programme quality using CAIPO’s training evaluation model. Practically, the findings provide decision-makers at the MOE in Oman with important insights on how to improve educational training programme quality, especially for mathematics teachers. Future research could consider the investigation of other factors in Omani school environment to identify its role in influencing SIPTT training quality.