Principal leadership and student achievement: decentralising school management in Saudi Arabia

Aburizaizah, Saeed Jameel; Kim, Yoonjeon; Fuller, Bruce

doi:10.1080/03057925.2018.1462145

Cited by 12 publications

(11 citation statements)

References 27 publications

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“…An additional layer of interpretation however is warranted. Administrators do not only add quantitatively to school size but also qualitatively depending on their leadership qualities ( Aburizaizah et al, 2019 ). Specifically, the capacity of administrators such as principals to manipulate teacher incentives, develop a culture of high achievement and high value, or utilize and allocate resources efficiently may be accountable for the positive correlational effect observed in the present study.…”

Section: Discussionmentioning

confidence: 99%

“…They considered this amount to be small compared to the associated academic gains from that increase. Last, statistical evidence on the need to incorporate school resources comes from an empirical study by Aburizaizah et al (2019) who reported that two thirds of the variability in student achievement scores lied in between school level variables, not among student level characteristics. In the present study, each specific variable manipulated within this context of school resources is discussed next.…”

Section: Introductionmentioning

confidence: 99%

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Predicting academic achievement and student absences in high school: The roles of student and school attributes

Sideridis¹,

Alamri²

2023

Front. Psychol.

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The present study aims at examining predictors of high school students’ academic achievement from student-level and school-level predictors in the Kingdom of Saudi Arabia, especially in light of policy mandates on educational reform in accordance with Vision 2030. Participants were 528,854 individuals who took on the Standard Achievement Admission Test (SAAT), along with other demographic variables. The mean age of participants was 19.7 years with an SD = 1.87. There were 234,813 males and 294,041 females. A Multilevel Random Coefficient Modeling (MRCM) model was engaged to identify predictors of academic achievement. Results indicated the positive roles of being a female, having educational parents, being educated in religious schools or large schools, and having small student-to-teacher ratios and the negative roles of student absences, student age, and being educated in new schools. Results are viewed under the lenses of new policy mandates on educational reform in the Kingdom of Saudi Arabia.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Predicting academic achievement and student absences in high school: The roles of student and school attributes

Sideridis¹,

Alamri²

2023

Front. Psychol.

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“…Saudi and Qatari principals in this study reported teacher supervision as a dominant daily responsibility. This is perhaps not surprising given the focus of MOE reforms in Saudi Arabia to increase education quality and student achievement (Aburizaizah, Kim, & Fuller, 2018). In the Qatari context, this finding is consistent with the need for principals to work very closely with teachers to implement all of the new curriculum required by the SEC identified in Romanowski's (2015) study, as well as the need for principals to guide teachers in their use of student-centered instructional strategies that is critical element of the national educational reform efforts.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

The Daily Professional Lives of Arab Female Principals

Alhudithi¹

2019

Proceedings of the 2019 AERA Annual Meeting

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This qualitative study examined what female principals in Saudi Arabia and Qatar, two historically male-dominated cultures who are actively implementing reforms to provide women with more leadership opportunities, reported as typical elements of their daily work. The study also examined the challenges that these female principals reported in their efforts to improve the learning environment in their schools and what advice they would give to women entering the field of school leadership. The themes that emerged from the data were used to construct a grounded theory of the daily responsibilities of Saudi and Qatari female principals, the challenges that faced in fulfilling those responsibilities, and how they advised women entering principal positions to prepare to respond to those challenges.

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“…The principal is also responsible for staff development through coaching, teacher feedback and the fostering of culture and learning opportunities conducive to teachers’ professional growth. Research has shown higher student achievement is associated with teachers’ professional development (Aburizaizah et al, 2018; Hallinger and Murphy, 1985).…”

Section: Literature Reviewmentioning

confidence: 99%

A study on factors affecting school principals’ competencies in Vietnam’s mountainous provinces

Tran

et al. 2020

Management in Education

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Given principals’ central role in school performance, this study seeks to explore factors that influence school principal competency. The study employed a quantitative research approach. A survey questionnaire was administered to 290 principals across six northwestern mountainous provinces in Vietnam. The questionnaire considered eight areas of principal competency, including self-development and the development of others; school organization and operation; staff development; instructional programme management; education quality assurance management; management of financial resources; engagement with families, community and government; and the school’s strategic planning. Analyses of variance and correlation (Pearson’s r) techniques were used, and the findings demonstrate that principals’ competencies were statistically affected by both internal factors (gender, experience, health, family and IT skills) and external factors (school location, school demographics and school facilities). However, the study found no correlation between principals’ academic qualifications and their competencies.

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Principal leadership and student achievement: decentralising school management in Saudi Arabia

Cited by 12 publications

References 27 publications

Predicting academic achievement and student absences in high school: The roles of student and school attributes

Predicting academic achievement and student absences in high school: The roles of student and school attributes

The Daily Professional Lives of Arab Female Principals

A study on factors affecting school principals’ competencies in Vietnam’s mountainous provinces

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