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

Abstract

The primary aim of this study is to facilitate interactions among the generative school leadership of high school principals in Riyadh, Saudi Arabia, to take responsibility for student performance. Existing research suggests that generative leadership is based on the principles of inclusiveness, employee creativity, knowledge transfer and delegation. The sample is based from nine principals from large high schools. To investigate this issue, this qualitative study assesses and analyses interviews and comments from participants. The findings show the high degree of centralisation and traditionalism of the Saudi Arabian educational sector, affecting creativity and inclusiveness, have a strong impact on student performance. The author recommends implementing teacher practitioner training to implement open-ended tasks teaching practices.

Collaborative Leadership and Its Relationship with Students’ Educational Attainment

“…A growing body of literature on collaborative leadership has been published in the KSA over the last few years, and this paper provides a brief overview of the research published on this topic. The Saudi Arabian educational sector has been reported to be highly centralised and traditionalist, adversely affecting creativity and inclusivity and, as a result, negatively impacting students' performance as a result (Albeladi, 2016;Alghulayqah, 2022). Al-Mutairi (2015) found that secondary school principals practice collaborative leadership to a moderate level in their schools.…”