Abstract

The study aimed to identify the extent to which educational supervisors practice Mindfulness-based supervision from their point of view, and to achieve the objectives of the study. The researchers used a questionnaire consisting of (32) items, divided into two axes: supervision based on self-vigilance, and supervision based on vigilance with others, and its validity was verified by presenting it to a group of arbitrators, and to ensure its stability by calculating the value of the stability coefficient for the purposes of internal consistency, which amounted to (0.93). The questionnaire was applied to a random sample consisting of (72) supervisors in Al Dakhiliyah Governorate in the Sultanate of Oman. The study concluded that the degree of educational supervisors' practice of employing vigilancebased supervision was high, with an average of (4.04) and a percentage of (81%), and the degree of supervisors' practice of axes of vigilance (self-vigilance and vigilance with others) was high as well. Where the averages reached (3.95 and 4.15) with a percentage of (79% and 83%), respectively. Additionally, it was found that there were no statistically significant differences. According to the variables: gender, years of supervisory experience, and specialization, the study recommended the need to continue to employ vigilance-based supervision techniques in supervisory work as a modern educational orientation capable of developing the skills of the educational supervisor and activating his roles, renewing his tools and practical practices, in addition to the need to provide an environment supportive of the practice of mindfulness-based supervision in the school environment.