Date of Award


Document Type


Degree Name

Master of Education (MEd)


Educational Leadership

First Advisor

Mohammad Ahmed Abdel-Dayem

Second Advisor

Dr. Hasan Alkhamiri

Third Advisor

Dr. Mohamed Alhosani


This study aimed at identifying the reality of leadership practices of Basic Education (BE) school principals in the Sultanate of Oman and limited to Al Buraimi Governorate in order to develop their practices in light of the Total Quality Management Approach (TQM). It tried to know the effects of the study variables of respondents on their views. The study problem was determined by the question: What is the reality of implementing the theory of TQM in Basic Education schools in Oman through the principals’ practices?

The researcher conducted the study on a sample of (470) employees at BE schools. A questionnaire was used consisting of 60 items representing leadership practices for BE school principals listed into six domains representing some basic principles of TQM.

The questionnaire was divide into three sections: the first section asks for personal information, the second section consists of the questionnaire items, and the third section is an open ended question to solicit some suggestions. It was validated and tested by a group of experts in the study field. It used Cronbach’s alpha formula which (0.97). The study data was collected from the field and analyzed by SPSS program.

In light of the findings, the study reached the following results: TQM investigated principles are highly existence in leadership practices in BE schools in Al Buraimi Governorate, planning for TQM in school practices are more existent among other principles, however, principals may lack the practices of adopting a culture of quality. In addition, there is a statistical significant effect of participants’ gender on their views regarding the school principals’ implementation of TQM theory in BE schools in Al Buraimi Governorate.

Finally, the researcher proposed the following recommendations: promoting awareness of the TQM approach, expanding decentralization in policy formulation and decision-making, increasing staff participation through the involvement and the empowerment of all staff in making educational-decisions, organizing professional development programs based on the needs of principals, increasing the local community’s participation in the process of decision-making and school planning taking into account their assessment of the school services.