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 Development of Teacher Professional Identity and Agency: An Ethnographic Study of a Saudi English Language Institute(Monansh University, 2024-05) Alshomrani, Amani; Chowdhury, RaqibThis qualitative ethnographic study explores the complexities inherent in the professional relations between English teachers and administrators in a Saudi Arabian university-based language institute. It aims to examine the experiences, roles, and positions of teachers, considering the influence of organisational structures and institutional discourses on the development of their professional identity and agency. Additionally, the study investigates the roles and experiences of administrators in their shared responsibilities with teachers. Methodologically, this research adopts an institutional ethnographic approach, utilising qualitative data collected from two sources: 1) policy documents obtained from the institute, and 2) semi-structured interviews and focus group discussions conducted with teachers and administrators. The analysis of the institutional documents employs Critical Discourse Analysis (CDA), allowing for the identification of power dynamics and ideological underpinnings embedded within institutional texts. Thematic analysis is employed to code and analyse the data gathered from interviews and focus group discussions. Specifically, the study draws upon Foucault's concepts of power-knowledge, Fairclough’s ideas of CDA and Bandura’s social cognitive theory to comprehend the interplay between power and knowledge within the institutional context. The findings of the study reveal that despite the institute’s vision for excellence and quality in English language teaching, there seems to be limited attention given to addressing the professional needs of teachers. The persistent and intricate top-down organisational structure significantly restricts teachers’ exercise of agency and hinders their capacity to express their professional identities. This study offers significant insights for teaching practice, professional learning, and policy reforms, particularly in terms of acknowledging teachers’ voices and enhancing their agency within hierarchical structures and beyond. By recognising and amplifying the perspectives of both teachers and administrators in their shared professional environment, it is possible to improve teaching practices, provide more effective professional learning opportunities, and advocate for policy changes that better support the growth and overall well-being of both teachers and administrators.27 0