University of Bahrain
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The Implementation of the Leadership Skills by Saudi Principals Working for State Schools

Show simple item record Dr. Al-Ghamdi,Ali M. 2018-08-02T06:14:13Z 2018-08-02T06:14:13Z 2015
dc.identifier.issn 1726-3678
dc.description.abstract The study aims at identifying the extent to which Saudi school principals implement leadership skills in their teamwork and the impact of such implementation on fostering the role of school administration amongst leaders working for state schools in Medina, K.S.A. Population sample included a total of 118 school principals from primary schools (57), intermediate schools (42), and 19 from secondary schools. A survey of two main sections was used; the first section is a hypothetical one which highlights the skills that school principals are supposed to employ in case they are to lead school teamwork. The second one is dedicated to the challenges/ difficulties impeding these school leaders from practicing their work while implementing such skills. Results for the first section were high with a general arithmetic mean of 4.16. Observed results of the second section were also high with a general average of 3.9. Depending on the school category (primary, intermediate, or secondary), school leaders in Madinah do not seem to agree on the team management style to be used. Indeed, observed results regarding this variable revealed that there are differences of statistical significance at the 0.05 level. By using ANOVA and F Test, the results were revealed that there are no differences of statistical significance were observed at the 0.05 level regarding the nature of leaders’ participation in teamwork, needed skills, and challenges. en_US
dc.language.iso other en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject school principals’ practices
dc.subject leadership skills
dc.subject school teamwork
dc.title The Implementation of the Leadership Skills by Saudi Principals Working for State Schools en_US
dc.type Article en_US
dc.volume 16
dc.issue 04
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

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