Saudi Cultural Missions Theses & Dissertations
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Item Restricted تعزيز القيادة التربوية من خلال التدريب الفعال وتطوير التعلم مدى الحياة في المدارس الابتدائية في المملكة العربية السعودية(Saint Louis university, 2025) الحربي, عائشة; wood, joLifelong learning is the process of acquiring continuous knowledge and skills that enable educators to keep abreast with certain changes in the field of education throughout their profession. In the current educational landscape, creating a lifelong culture has become vital for schools' effectiveness and the professional development of staff. This study uses a descriptive qualitative research method to uncover how school leaders perceive their training in supporting teachers with instructional practices, technology integration, and collaboration to promote lifelong learning. This approach was chosen since it allows an in- depth examination of participants' experiences. The researcher conducted semi- structured interviews with thirteen principals at elementary schools in Saudi Arabia. Data was interpreted thematically, where the interview recordings were transcribed, and open coding was used to capture key themes related to research questions. Data was then triangulated to identify diverging and converging themes. The first major theme showed that there was inadequacy and variability in training. Many of the principals were highly dissatisfied with the formal training offered by the government and described it as repetitive or lacking practical relevance. The second theme demonstrated leadership support as a driver for positive school culture, where strong leadership support, particularly emotional and motivational, was a crucial factor in driving positive school culture. The third theme emphasized the role of collaboration and shared vision as foundational strategies for improving school climate. The study findings also showed that Professional Learning Communities (PLCs) were widely adopted as tools for change to foster collaboration, reflective practice, and continuous improvement. The fifth theme highlighted the positive role of motivation and recognition as behavior-shifting tools for influencing the teacher's behaviors and encouraging innovation. Another major theme was teacher behavioral and instructional change post-professional development, where many leaders observed significant changes in teacher behavior following targeted professional development. The first minor theme highlighted the importance of emotional and motivational support as a leadership tool. The second minor theme focused on barriers to implementation where there is a lack of resources and financial Support. The final theme was resistance to change, with initial resistance to professional development or new strategies, especially among veteran teachers14 0Item Restricted Understanding Challenging Behaviours in Children with Autism: an exploration of families' and teachers' perceptions and attributions in Saudi Arabia(Univeristy of Leeds, 2024-01-16) Alfadhel, Lamya; Hebron, Judith; Homer, MatthewThe experience of challenging behaviours (CBs) is commonly reported in autism research and often noted by teachers as among the greatest difficulties encountered in the classroom. This study explores family and teacher perceptions and attribution of CBs in primary age autistic children in Saudi Arabia. A number of studies have investigated the impacts of these behaviours on individuals with autism spectrum disorder (ASD), including their quality of life and that of the people surrounding them. However, little research has highlighted how CBs, in relation to ASD, are understood and perceived by families and teachers. In this study, a mixed methods approach was employed, consisting of an online questionnaire with 99 families and 88 teachers across Saudi Arabia, and interviews with seven parents and seven teachers who have the experience of working with autistic children. The overall findings suggest that CBs are understood as part of the ASD by families and teachers. The findings from the questionnaire identify complex relationships between the attribution of the cause of CBs and type of schools, teachers' experience, families' and teachers' level of knowledge and their emotional reactions toward CBs. The interview findings illustrate many barriers to understanding CBs and their causes and provide information to generate suggestions for improving policy in this area. Amongst these are educational service provision for students and collaboration between the home and the school. The study supports the implementation of attribution theory to better understand perceptions towards CBs. This includes several recommendations to support families and teachers with their perceptions of CBs in children with ASD.17 0Item Restricted SCHOOL ADMINISTRATORS' LEADERSHIP STYLES AND EFFECTIVE COMMUNICATION: TEACHERS' PERSPECTIVES(Kent State University, 2024-01-31) Alhumaid, Fadiyah; Mitchell, StephenSCHOOL ADMINISTRATORS' LEADERSHIP STYLES AND EFFECTIVE COMMUNICATION: TEACHERS' PERSPECTIVES (131 PP.) Doctoral Dissertation Committee Chairs: Mitchell, Stephen, Ph.D. The study aimed to identify the relationship between school leadership styles and communication styles from the perspective of teachers in midwestern suburban county schools district in Ohio. The study used the descriptive analytical methods to achieve its goals. It employed two questionnaires, the first, which was designed to measure leadership styles, consisted of (31) items while the second was designated to measure the communication methods, and it consisted of (7) items. The study was applied on a voluntary sample (n = 59) of teachers. Using the appropriate statistical tools, the study reached a number of conclusions: (a) A democratic style dominated among school principals, followed by a dictatorial style, and finally laissez-faire style, (b) oral communication was more prevalent, followed by communication through symbols, movements, and expressions, and (c)Statistically significant correlations were found between leadership styles and communication methods, but there was no correlation between laissez-faire style and communication through symbols, movements, and expressions. (d) there were no statistically significant differences at the level of significance (a≤0.05) in all study variables: gender, academic qualification, and year of experience.15 0