Abstract

This study aimed to identify the reality of activating the school administration for community partnership according to the requirements of crisis management in the Sultanate of Oman from the teachers' point of view, and in order to achieve the study objectives and show the impact of the study variables (gender, governorate, years of experience), the descriptive approach was used, and a questionnaire was designed consisting of (72) items. They are divided into six dimensions: communication and information, preventive planning and forecasting, leadership skills and building human relationships, obstacles related to the local community, obstacles related to the school, obstacles related to school administration. The study sample was chosen, which represented 5% of the study population as it reached (1466) male and female teachers. The results of the study highlighted; The estimates of the study sample members on the reality of activating the school administration of community partnership in accordance with the requirements of educational crisis management in the Sultanate of Oman were high in the dimension of leadership skills and building human relations, medium in the dimension of communication and information, and low in the dimension of preventive planning and forecasting. As for the results related to the obstacles facing the school administration, the obstacles related to the school and the obstacles related to the school administration came to a high degree, while they were moderate in the obstacles related to the local community. And the presence of statistically significant differences according to the sample members’ estimates of the reality of activating the school administration of community partnership according to the requirements of managing educational crises in the Sultanate of Oman due to the gender variable in the leadership skills and building human relations dimension for the benefit of females, and the governorate variable in the dimension of communications and information for the benefit of Muscat Governorate. And there were statistically significant differences for the governorate variable in the obstacles related to the local community in favor of Al Dhahirah Governorate, and the obstacles related to school administration in favor of North Al Sharqiya Governorate. In light of these results, a number of suggested procedures and recommendations have been developed, the most important of which are: Giving school administrations the powers to attract different community bodies without referring to the directorates, which facilitates the activation of community partnership in accordance with the requirements of managing educational crises.