Unlocking teacher potential: how gender, educational stages, and training providers drive effectiveness

This study examined the influence of Educational Preparation Providers (EPPs), gender, and school stage on teacher effectiveness in Oman. Using a cross-sectional design, 103 teacher education graduates were assessed using the Classroom Teaching Observation Form and Teacher Artifacts Form, aligned with InTASC standards. Performance did not differ significantly across EPPs, but significant gender and school-stage effects emerged. Female teachers outperformed males in classroom management, learning environments, and professional development, while secondary teachers exceeded primary teachers in content knowledge, planning, and assessment. Drawing on the Dynamic Systems Model of Role Identity and sociocultural theory, the findings highlight how identity and contextual factors shape teacher performance. The results support gender-responsive professional learning, stage-specific curricula, and targeted mentorship. The study contributes to teacher education research by showing how international standards interact with local sociocultural contexts to inform effective, context-sensitive teacher preparation in Oman.