In Saudi Arabia, the lack of representation of women in senior educational leadership is a problem that continues to plague the quality of K–12 educations in girls’ schools in the nation. In this paper, I will address the likely causes and outcomes of this issue and will suggest strategies for change that focus on the implementation of distributed and transformational theories of leadership to encourage renovation in Saudi girls’ school curricula. This paper also analyzes and compares some aspects of the Saudi boys’ and girls’ K–12 curriculum and conducts a survey that will present current opinions of the roles women play in the Saudi Arabian educational environment. The most surprising and important finding of my survey was that the percentage of men who would accept women as leaders was higher than the percentage of men who would not accept women as leaders. This is contrary to what seen on a society and community level in Saudi Arabia
","abstract_html":"<p>In Saudi Arabia, the lack of representation of women in senior educational leadership is a problem that continues to plague the quality of K–12 educations in girls’ schools in the nation. In this paper, I will address the likely causes and outcomes of this issue and will suggest strategies for change that focus on the implementation of distributed and transformational theories of leadership to encourage renovation in Saudi girls’ school curricula. This paper also analyzes and compares some aspects of the Saudi boys’ and girls’ K–12 curriculum and conducts a survey that will present current opinions of the roles women play in the Saudi Arabian educational environment. The most surprising and important finding of my survey was that the percentage of men who would accept women as leaders was higher than the percentage of men who would not accept women as leaders. This is contrary to what seen on a society and community level in Saudi Arabia</p>","abstract_has_math":false,"creators":["Aldawsari, Refah"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Leadership and Counseling","degree_department":null,"school":null,"contributors":["Dr. James Berry"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:06Z","subjects":["Distributed Leadership","Gender Gap","Instructional Leadership","Transactional Leadership","Transformational Leadershp","Women Leadership","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/694","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. James Berry"]},{"key":"dc:creator","label":"Author","values":["Aldawsari, Refah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-05-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership and Counseling"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Distributed Leadership","Gender Gap","Instructional Leadership","Transactional Leadership","Transformational Leadershp","Women Leadership","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/694"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In Saudi Arabia, the lack of representation of women in senior educational leadership is a problem that continues to plague the quality of K–12 educations in girls’ schools in the nation. In this paper, I will address the likely causes and outcomes of this issue and will suggest strategies for change that focus on the implementation of distributed and transformational theories of leadership to encourage renovation in Saudi girls’ school curricula. This paper also analyzes and compares some aspects of the Saudi boys’ and girls’ K–12 curriculum and conducts a survey that will present current opinions of the roles women play in the Saudi Arabian educational environment. The most surprising and important finding of my survey was that the percentage of men who would accept women as leaders was higher than the percentage of men who would not accept women as leaders. This is contrary to what seen on a society and community level in Saudi Arabia
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