Identifying The Participatory Leadership Practices Of Primary School Leaders In The City Of Jubail And Ways To Develop It

Abstract

The current study aimed at identifying the participatory leadership practice degree among female primary school leaders in Jubail and discovering the suggested ways to develop it from the teacher's perspective. Also, it aimed at detecting the statistically significant differences at the significance level (a ≤ 0.05) in the degree of participatory leadership practice of primary school leaders in Jubail,
attributable to the variables of years of experience and scientific qualification. The study population encompassed (711) female teachers of the government sector’s primary school in Jubail, while a study sample consisted of (91) female teachers, the
questionnaire was distributed to them, (75) were retrieved from them. This number represents the sample of the study that has undergone statistical analysis. The descriptive method was used in order to achieve the study’s objectives. The main findings of the study showed that the degree of the teachers' responses to all dimensions of participatory leadership was very high, with an overall average of (4. 50). The dimensions of the study were in the following order: First of all, outreach and communication dimension with an average of (4.61), followed by delegation of authority dimension with an average of (4.51), and finally participation in decisiontaking dimension with an average of (4.37). Furthermore, the results demonstrated that there were no statistically significant differences in the degree of participatory leadership practice of female primary school leaders in Jubail, attributable to variables in years of experience and scientific qualification. Jubail primary school teachers' approval of the suggested ways that contribute to the development of participatory leadership was very high, averaging (4.56). The study concluded a number of recommendations, including the following: Disseminating the culture of participatory leadership among school leaders and providing them with a sound
scientific approach to be followed by the Ministry of Education and educational management offices. It is hoped that the Ministry of Education will alleviate the stalemate of regulations and laws in schools