The role of the head teacher in Saudi primary schools

This study examines the role of the head teacher in Saudi primary schools. It looks at their ability to lead and manage school act activities, the extent of their authority to enhance the learning environment (e.g through acquisition of resources), their role in staff development, relationships with staff, education authorities, parents and the wider community, power sharing, budget management and freedom to initiate changes. Quantitative data were collected from head teachers, deputy heads and teachers (200 in total) randomly selected from primary schools in Medina. In addition, semi-structured interviews were conducted to obtain complementary quantitative data from 2 head teachers, 3 deputy heads and 4 teachers. It is shown that head teachers work in strict and complex environment, subject to a bureaucratic centralised system, leaving them little decision-making autonomy. Within these limitations, they undertake responsibilities for managing staff and pupils and staff development, and are the main point of contact between the school and other stakeholders. They understand the notion of power sharing, working closely with deputy heads and delegating some roles to teachers. However, there is evidence of conflict in some schools, over the relative roles of heads and deputies. Moreover, it is not clear to what extent heads’ performance is affected by personal characteristics and by external factors such as selection processes. These are suggested as fruitful areas for further research.

Name dc:type.qualificationname

MEd

Level dc:type.qualificationlevel

Masters

Grantor dc:publisher.institution

University of Hull

Year dc:date.issued

2011

Author dc:creator

• Kurdi, Salah

Advisor dc:contributor.advisor

• Lukes, J. R. (Jacqueline Rovina)

• Education

Language dc:language

en

Identifier

oai:hull-repository.worktribe.com:4213162

OAI identifier oai:identifier

oai:hull-repository.worktribe.com:4213162