Diverse schools and uneven principal leadership in Saudi Arabia

Instructional Leadership of School Principals and Their Schools’ National Achievement Test Performance: A Search of Relationship

“…Based on the finding of the study, the following conclusions were derived: (1) The school heads are ready to handle the responsibilities and to perform their managerial functions in their respective schools; (2) The school heads' ability to manage time and resources, to utilize existing material resources and mobilize human resources in planning for innovations surpassed the standard expected of a school leader as a resource provider; (3) The school heads excellently perform their roles as instructional resource as that possess impressive skills in evaluating current instructional teaching practices, in innovating and reinforcing appropriate instructional approaches, in utilizing useful information for planning appropriate instructional interventions, and in monitoring and supervising staff members to improve instructional processes; (4) The school heads serve as very impressive communicators as they maintain open communication in the school organization, resolve school conflict, and promote cooperation among members in the school organization; (5) The school heads' visible presence is greatly felt in the school as they periodically follow up the school operations and processes and promptly address day to day school concerns; (6) The students have not fully mastered the competencies included in the NAT; (7) Gender, age, civil status, educational attainment, position and years of service are not predictors of instructional leadership performance along the four leadership roles. (8) School heads' civil status affects their leadership roles as communicators; whereas gender, age, educational attainment, position and years of service do not influence their performance in this leadership role.…”

“…In the light of the foregoing finding and conclusions, the following are hereby recommended: (1) The findings of this study should be presented authorities for them to sustain the development of the instructional leadership of school heads through the Instructional Leadership Enhancement Training Program; (2) The findings of the study should be disseminated to all the school heads in the different secondary schools in the Division in order to make them aware of their instructional leadership performance, thus, may serve as baseline information for them to sustain and further improve their leadership skills; (3) The schools heads/administrators should include the improvement of students' NAT performance, in their School Improvement Plan (SIP); (4) More initiatives and strategies shall be implemented in order to let students master the competencies expected of them to eventually improve the schools' NAT performance; (5) The Division and Regional Offices should plan a mechanism for the periodic performance evaluation and monitoring of school heads; 6) The proposed instructional leadership training program should be implemented to enable the school head to further improve their instructional leadership competencies; (7) Similar studies shall be conducted to include other tools in measuring instructional leadership performance and other variables related to instructional leadership. ; 8) A study shall be conducted to look into the unique characteristics of the married schools heads which make them better communicators than their single counterparts.…”

The impact of generative school leadership on student performance: The case of Saudi Arabia

“…Saudi Arabia is typical of contemporary educational systems that include primary, lower secondary and upper secondary programmes within their learning frameworks. These are highly diverse and include private, internationally sponsored and public schools (Aburizaizah et al, 2016). Within this framework there exists noteworthy issues affecting the performance of Saudi schools as a whole.…”

Development of parametric model of prediction and evaluation of the quality level of educational institutions

“…But the formation of quality of a particular educational institute is linked not only to the development of general principles, classification and improvement of separate structural parts of quality management, but also to the creation of a properly functioning model of EI including structural features and tasks concerning quality of work as a whole and its particular processes [9]. An analysis of particular processes of educational institutions, for example: technical support and maintenance [10], group emotional intelligence of students [11], extended means of evaluation of students' abilities [12], impact of duration of educational process on the quality of educational process, director's discipline requirements and organizational unity among teachers [13], is constantly updated with methods and models that may be used for the evaluation of particular processes and their components for educational institution [14].…”