The Relationship between Administrative Transparency and Achievement Motivation among Physical Education Teachers in the Sultanate of Oman

Abstract

This study aimed to examine the level of administrative transparency and its relationship with achievement motivation among physical education teachers in the Sultanate of Oman. The study employed a descriptive correlational survey design, and data were collected using a structured questionnaire administered to a simple random sample of 90 physical education teachers.The findings revealed that the level of administrative transparency was moderate across its various dimensions, indicating that transparency practices were implemented to some extent within school administrative processes but had not yet reached a fully integrated institutional level. The results also showed that the level of achievement motivation among physical education teachers was relatively high, although some dimensions, particularly appreciation, promotion, and professional development, were rated at a moderate level.Furthermore, the findings revealed a statistically significant positive relationship between administrative transparency and achievement motivation (R = 0.646, p < 0.01). The regression results indicated that administrative transparency was associated with explaining 41.7% of the variance in achievement motivation, suggesting that higher levels of perceived administrative transparency were associated with higher levels of achievement motivation among physical education teachers.The study concluded that administrative transparency represents an important organizational factor associated with teachers’ motivational outcomes. However, achievement motivation may also be influenced by additional organizational and individual factors beyond the scope of the current study. Based on the findings, the study recommended strengthening transparency practices within schools through improving administrative communication systems, increasing teachers’ participation in decision-making processes, and enhancing opportunities for appreciation and professional development, which may support achievement motivation.