Teacher quality and stability in Oman: Whose responsibility is it?

Countries around the world are struggling to improve teaching quality as teachers and teaching become a focus of global scrutiny and competitiveness. This chapter discusses teacher quality and stability in relation to induction of novice teachers. Using the case of Oman, the chapter addresses the loopholes that exist in the professional development initiatives and argues for the importance of focussing on induction as a way of improving teacher quality and stability. It establishes the importance of organized induction and continuous professional development that is based on a continuum conception and hybridity that require teacher educators to work closely with schools and the professional development apparatus to ensure a smooth transition into the profession. Teacher induction reflections are used to present an argument on the importance of involving teachers in identifying their needs upon which induction programs should be built. Based on the literature and models of high performing nations, the holistic approach to teacher development is proposed where all parties involved in the teacher’s professional learning collaborate to ensure a seamless transition into the profession.