Abstract

The study investigates how university-based leadership preparation programs in Oman contribute to the preparation of school leaders and responds to calls for a better understanding of leadership preparation in under-researched contexts. Using mixed methods, this study examines participants’ satisfaction with university-based educational leadership programs, their perceptions of these programs’ effectiveness, and the challenges associated with their implementation and delivery. Survey results indicate high satisfaction levels with the availability of support resources and the quality of academic staff, positioning these components as central contributors to positive program experiences. High satisfaction with faculty is reinforced by qualitative accounts emphasizing their subject expertise, research profiles, and commitment to student support. However, both quantitative and qualitative data indicate that participants do not perceive the programs as adequately preparing them in all aspects of leadership, particularly in teacher evaluation and improvement, school budgeting, and student discipline. Qualitative findings further indicate that students and graduates perceive the programs as theoretically robust but insufficiently grounded in real-world leadership practice, highlighting a persistent theory–practice gap. This study raises important questions about the type of practice for which students seek preparation, particularly considering dominant technicist and performative approaches to leadership.

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