Abstract
Developing the Performance of Scholastic Leadership in the Public Education in The Kingdom of Saudi Arabia in the light of Dimensions of Vocational Learning Communities
The study aims at identifying the importance of developing the level of scholastic leadership in the public education in the Kingdom of Saudi Arabia, in the light of professional learning communities dimensions in accordance with the sample views, and to recognize the reality of scholastic leadership in the public education in the Kingdom of Saudi Arabia, in the light of Professional learning communities dimensions, in accordance with the sample views, in addition to uncovering the differences pointing out to statistical indication among the sample responses, depending on the following variables :
Educational region, qualification, career, years of experience, identifying the requirements of developing scholastic leadership performance in the public education in the Kingdom of Saudi Arabia in the light of dimensions of Professional learning communities, in accordance with the views of male and female supervisors school leadership, besides forming a proposed perception to develop the performance of scholastic leadership in the Kingdom of Saudi Arabia’s public education in the light of Professional learning communities’ dimensions.
The study employed quantitative , qualitative and descriptive approach, along with the survey as a tool to collect information, so that the importance and the real performance of scholastic leadership can be detected. The study consists of 108 statements distributed on both aspects, to which 910 of the sample responded. The sample was chosen randomly having different positions of : male and female leaders, male and female teachers of secondary grades in five educational departments : Al Riyadh, Jeddah, Al Isaa, Haa’l , Jazan.
The researcher had prepared an interview form consisting of five definite and open questions to specify the requirements of performance development upon depending on the supervisors views. After collecting information, it was processed using the following statistical analysis: alpha cronbach, means, standard deviations, indication differences test among percentages, Man test- Witni, Kroskal test- Walis, Kolmogroph test- Sameernoph. The study concluded the following results :
The sample responses around the importance of developing scholastic leadership performance, in the light of vocational learning communities’ dimensions were very essential with a great value, and so were the responses of the sample around the reality of scholastic leadership performance in the light of vocational learning communities’ dimensions. The study found that the differences were of statistical indication as the sample recognized the importance of leadership participatory in developing scholastic leadership in favour of Haa’l region .With respect to the variable of work nature, the differences were in favour of female teachers, and there was differences of statistical differences in sample responses around the actual use of leadership participatory in favour of Jazan region.
According to the variable of work nature, the results were in favour of female teachers, in addition to having differences of statistical differences in the sample recognizing of the importance of values, and joint vision complying with the nature of work in favour of female teachers. Employing the values and joint vision, the differences were in favour of Jazan region, and so was the variable of work nature in favour of female teachers.
In recognizing the importance of supportive circumstances, the differences were in favour of Haa’l region, and the nature of work was in favour of female teachers. The actual use of supportive work nature circumstances, the differences were in favour of Haa’l region, and the work nature was in favour of female teachers.
Creativity importance and cooperative learning, the differences were in favour of Haa’l region, and how to employ that creativity and cooperative learning, the differences were in favour of Haa’l region. With respect to work nature, the differences were in favour of female teachers.
There were statistical differences in having the sample recognize the importance and the actual sharing of vocational experiences, and personal practices which are attributed to qualification, which was in favour of persons having less than bachelor degree.
The variables of experience and qualification levels did not have any effect on understanding the importance of Professional learning communities’ dimensions, or on being aware of actually using these dimensions, except the level of education which had an effect on recognizing the importance and the actual use of the fifth dimension only.
The interviews with the supervisors (males and females) of the scholastic leadership resulted in a number of requirements to upgrade scholastic leadership. The researcher submitted a proposed perception to develop the performance of the leadership in light of Professional learning communities’ dimensions, including a criteria to measure the leadership performance.
Depending on the study’s results, the recommendations were as follows ;
Activating the practices included in the five dimensions, which were :
– Building development programs for teachers to be leaders.
– Making use of female teachers enthusiasm, and their attitude to developing.
– Revising leaderships nomination standards.
– The importance of having school leaders (males and females) implement reviews cooperatively with the local community on daily bases on the vision and message of education.
– Revising the needs of current school environment, and developing the methods of stimulating teachers to enhance their motivation.
* Keywords : performance development, scholastic leadership, public education, vocational learning communities.