Academic Organizational Agility and its Relationship to the Use of Differentiated Instruction Strategy among Female Students of the First Field Teacher Preparation Program at A’Sharqiyah University in the Sultanate of Oman 10.35781/1637-000-167-006

Abstract

Abstract: The present study aimed to investigate the nature of the correlational relationship between academic organizational agility, with its three dimensions (strategic agility, operational/process agility, and human resource agility), and the use of differentiated instruction strategies among female students enrolled in the First Field Teacher Preparation Program at A'Sharqiyah University in the Sultanate of Oman. The study also sought to determine the level of both organizational agility and differentiated instruction, as well as to identify differences in the level of using differentiated instruction strategies according to the level of organizational agility (high, medium, and low). To achieve these objectives, the researchers adopted the descriptive correlational approach. Two research instruments were administered: the Organizational Agility Scale (24 items) and the Differentiated Instruction Strategy Usage Scale (15 items), after verifying their validity and reliability through scientific procedures. Cronbach’s Alpha coefficients for the two instruments were 0.877 and 0.891, respectively. The study sample consisted of 200 female students from the First Field Teacher Preparation Program who were undertaking field training during the second semester of the 2025/2026 academic year. The statistical analysis revealed that the overall level of academic organizational agility, across its various dimensions, among the study participants was high, with an overall mean score of (3.81). Furthermore, the level of student teachers’ use of differentiated instruction strategies was also high, with an overall mean score of (3.70). The findings additionally indicated a strong positive statistically significant correlation between organizational agility and student teachers’ use of differentiated instruction strategies, with a correlation coefficient of (0.811). Keywords: Academic Organizational Agility, Differentiated Instruction Strategy, First Field Teacher, A'Sharqiyah University, Sultanate of Oman.