Saudi Cultural Missions Theses & Dissertations
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Item Restricted The Impact of Saudi Arabian Secondary School Principals' Technological Leadership Skills on Students' Competencies and Performance.(Brunel University London, 2024) Alharbi, Hadeel; Ludhra, GeetaThis dissertation explores the impact of female secondary school principals' technological leadership practices on students' technological skills and academic performance in Saudi Arabia, focusing on Saudi Arabia's Vision 2030 and the Tatweer education reform initiative. This research aims to evaluate how effectively female principals in Saudi secondary schools utilise technology and its influence on student outcomes. Using a mixed-methods approach, the study combines qualitative insights from open-ended questions with quantitative data from web-based survey questionnaires. Ten female principals from both public and private secondary schools participated, contributing to a comprehensive understanding of technology leadership. Key findings reveal that principals' technology leadership practices, particularly in the dimensions of visionary planning and connected learning, positively influence students' digital competencies and academic success. Principals who embrace these leadership qualities effectively contribute to equipping students with essential technological skills, which are vital for success in a rapidly evolving digital workforce. Despite significant government investments in educational technology, challenges such as inadequate infrastructure and teacher resistance were identified as barriers to the effective implementation of ICT in Saudi schools. This study emphasises the importance of strong technology leadership in fostering a technology-rich learning environment, promoting student engagement, and improving academic performance. The findings contribute to the limited literature on technology leadership in Saudi Arabian schools, particularly concerning female leadership, and provide insights for policymakers aiming to enhance the integration of ICT in education.31 0Item Restricted An Examination of Early Childhood Leadership in Public Elementary Schools: A Mixed Methods Study(East Tennessee State University, 2024-05-28) Alshahrani, Wesam; Evanshen, PamelaAs state-funded Pre-K programs in elementary schools continue to grow, elementary principals are increasingly responsible for supporting, supervising, and leading these programs. Therefore, examining elementary principals' early childhood leadership competencies and the factors influencing them may help understand and improve their experiences as early childhood education (ECE) leaders. This explanatory sequential mixed methods study examined the ECE leadership of Tennessee public elementary school principals in two phases. In the quantitative phase, statewide surveys were used to collect data from 67 principals. The survey comprised 51 items assessing nine ECE leadership competencies, synthesized from statements of leading ECE and elementary education organizations. The survey's face and content validity were established, and its construct validity was confirmed through exploratory factor analysis (EFA). Items within each subscale were highly correlated, with coefficients ranging from 0.6 to 0.9. Besides, reliability was assessed using Cronbach's α, which ranged from .815 to .939. The quantitative findings revealed that public elementary principals may lack ECE backgrounds. Moreover, most public elementary principals were responsible for state-funded Pre-K programs, but their responsibilities differed widely. Furthermore, public elementary principals may need varying levels of support and development in ECE leadership competencies. The inferential analysis found that receiving ECE content or experience during principal training may not significantly influence their perceived need for these competencies. However, receiving professional development opportunities focused on leading ECE programs may impact certain aspects of their perceived need. In the qualitative phase, semi-structured interviews were conducted with six participants from the first phase. The qualitative findings identified two themes. The first theme consisted of factors that support ECE leadership competencies and experiences. The second theme included factors needed to enhance principals' ECE leadership competencies and experiences. Both quantitative and qualitative results were integrated to explain the quantitative results. The study implications, limitations, and future research areas were then discussed. This study adds to the ongoing efforts to bridge the gap between ECE and elementary education. It highlights the significance of supporting elementary principals in becoming competent ECE leaders who can enhance the quality of state-funded Pre-K programs and sustain their positive impacts through the following grades.15 0Item Restricted The Impact of Relational Leadership Styles on the Burnout of Nurses: A Systematic Review(Saudi Digital Library, 2023) Alghathayan, Abdulrahman Khaled H; Charnock, DavidABSTRACT Background: Relational leadership styles are integral to the nurse management. Nurses are prone to burnout levels due to the work schedules, work environment, bullying incidences, and overall demanding nature of work. However, there is a lack of systematic reviews that synthesise the existing evidence. Although the majority of studies showed that relational leadership styles can reduce the risk of burnout, little is known about the potential mechanisms and pathways through which relational leadership styles reduce the risk of burnout. Aim: To determine the impact of relational leadership styles on the burnout of nurses Methodology: A systematic review approach was used. The approach was anchored in evidence-based practice. A search strategy was developed and implemented in four databases namely ScienceDirect, PubMed, CINAHL, and SCOPUS. A matrix was used to extract data from the included studies. The study used ROBINS-I and RoB 2 Tools to assess methodological quality of non-randomised and randomised studies, respectively. Thomas and Harden’s (2008) thematic synthesis were used for synthesising the findings from the eleven studies. Results: Search in ScienceDirect, PubMed, CINAHL, and SCOPUS generated 144, 42, 22, and 137 articles, respectively. Screening and inclusion process found 11 studies for the final qualitative synthesis. The synthesis of the outcomes of the 11 included studies revealed the different forms of relational leadership styles including transformational leadership style, resonant, emotionally intelligent, ethical, and authentic leadership styles. The findings revealed that emotionally intelligent leaders created a conducive environment and fostered their adaptation to the demanding clinical practice to curb burnout rates. This study found that transformational leadership style reduces burnout among nurses. This leadership style inspires, motivates, and empowers team members to succeed. The study found that resonant leadership reduced burnout of nurses by enhancing job satisfaction. The review found that nurses registered low burnout rates because ethical leaders motivated and increased their morale for work. The review found that authentic leadership created an effective and conductive work environment for the nurses and reduced their burnout rate. Conclusion and Recommendations: Nurse leaders should adopt relational leadership framework to curb burnout among nurses. Further studies should use either cross-sectional or longitudinal studies to explore the impact of nurse managers adoption of relational leadership on the personal and professional issues affecting job demands.12 0Item Restricted Exploring the Relationship of entrepreneurial leadership in enhancing organisational trust from the faculty member's Perspective at a Selected Saudi University.(Saudi Digital Library, 2023-11-12) Almudarra, Bakheet; Baumfield, VivienneThis research aimed to explore the presence of entrepreneurial leadership dimensions and their role in enhancing organisational trust from the faculty perspective at a selected Saudi university. The study gathered data from 344 faculty members through surveys. The Statistical Package for the Social Sciences (SPSS) was used for data analysis also the analytical-descriptive approach was used for its interpretation. Notably, statistically significant differences were observed in entrepreneurial leadership and organizational trust, favouring health colleges and associate professors also for whom served for more than ten years of service. However, no significant differences were found based on gender or job description. The results indicated a "Neutral" evaluation of the presence of entrepreneurial leadership dimensions at the university, with an average score of (2.82). The highest-ranking dimensions were proactiveness, risk-taking, and innovation. Similarly, the organizational trust level was classified as "Neutral," with an average score of (2.86) demonstrating the highest trust in direct supervisors, followed by trust in the work team and then senior leadership. Importantly, there was a positive relationship between entrepreneurial leadership and organisational trust. Based on these findings, the study suggests incorporating and fostering entrepreneurial leadership as a modern approach across various faculties and departments within the university to enhance contemporary educational leadership practices also for the enhancement of overall trust.29 0Item Restricted Leadership development in Saudi Arabia: A study of policy and practice in large public companies(Newcastle University, 2023-11-01) Alanazi, Fahad Fayadh; Harvey, Charles; McGovern, TomThis thesis explores how, why and to what extent large companies in Saudi Arabia engage in leadership development. It is the first in-depth study on the topic and adds a fresh dimension to the literature on leadership development, which until recently has focused mainly on how business leaders are developed in western countries. The research is interpretive and predominantly qualitative, although quantitative data from official and private sector sources are used contextually in analyzing the growth and composition of the corporate and national economies. At the empirical core of the thesis is a set of case studies of leadership development at nine collaborating companies based on 43 semi-structured interviews conducted with CEOs, HR Directors, Heads of Leadership Development, previously developed leaders, and less senior executives undergoing development, and published and private company documents. Data from national policy documents, media reports and 15 semi-structured interviews with government officials and leadership development experts are used to help generalize and triangulate the main findings. The stage is set in chapter 1 of the thesis, in which I put forward my own definitions of leadership and leadership development, state my research objectives and research questions, and outline my theoretical stance. In the literature review that follows (chapter 2), I summarize and critique the literature on leadership development, which is shown to be predominantly western oriented, positivistic, cross-sectional, and quantitative. The evident lacuna suggests the need for research on leadership development that is more historically and culturally sensitive, qualitative, and critical. This is my point of departure, as explained in chapter 3 on methodology, justifying my comparative case-based research design and the decision to develop the cases using data from both interviews with different classes of actors and documentary sources. In chapter 4|, I establish the context for the comparatively recent surge in interest in leadership development in Saudi Arabia with reference to the national plan for socioeconomic development known as Vision 2030 and utilizing interviews conducted with government officials and leadership development experts. The core findings of the thesis are presented in chapters 5, 6 and 7, which deal in turn with leadership development and corporate strategy, the organization and management of leadership development, and leadership development methods and evaluation. I lend perspective in each of these chapters through analysis of various aspects of the national context in which leadership development takes place. The threads of my central argument are drawn together and discussed in the concluding chapter (chapter 8) of the thesis and its limitations considered. The thesis intends to make a substantial original contribution to knowledge. First, it is shown that the policies of the large stock exchange listed companies at the heart of the burgeoning corporate sector are closely aligned with Vision 2030, the Saudi government’s blueprint for economic development. This is explained by the dense network of strong ties that bind the country’s ruling political-business elite, leading top executives, political leaders, and officials to speak with one voice. Top businesses without exception are growth-oriented, optimistic about the future, and committed to developing future leaders. Thus, the main driver for increased interest and investment in leadership development is the shared belief in elite circles that it is a proven means of improving the leadership capabilities needed to boost corporate growth and productivity and sustain economic growth and diversification. Second, it is shown that Saudi companies, with one notable exception, are relative latecomers to leadership development and are playing catch-up with their western counterparts. Leadership development resources and capabilities vary considerably between firms depending on corporate size and age. Across the nine case companies, there are three models of organizational excellence, three making intermediate progress, and three at an early stage of their development journeys. There is an ongoing reliance on western expertise and recognition among companies, business schools and policy makers of the need more rapidly to develop domestic leadership development resources and capabilities. Third, only the largest and oldest companies with distinctive leadership development resources and capabilities deploy the full range of instructional and interactional learning methods, combining them into a wide range of development programmes suitable for personnel at different levels and domains within their organizational hierarchies. Firms with fewer internal resources and capabilities are more reliant on instructional methods and external service provision. Fourth, programme participants uniformly report improvements in personal performance in consequence of leadership development, especially regarding conceptual and relational capabilities, and as a result of incorporating interactional methods such as action learning, coaching and 360-degree feedback in programmes. The companies themselves take an equally positive view of outcomes based mainly on participant feedback, regular performance reviews, 360-degree feedback, and having a strong supply of candidates to fill organizational leadership roles at all levels. It is concluded that leadership development in Saudi Arabia is on an upward track and recommendations are made that if implemented could lend further momentum to the cause.46 0Item Restricted What Saudi Women Needed to Achieve a Leadership Position(Dalal Alghamdi, 2023-07-15) Alghamdi, Dalal; Donne, VickiThroughout the years, Saudi Arabia has faced widespread gender gaps, discrimination, and inequality; however, due to 2030 visions, government reforms, and law changes, there has been an improvement in women's rights which has led to a significant increase in women's employment. Saudi women today are better educated, more informed, and more financially independent than ever, which has ushered in a rising process of women's empowerment. From interviews with eight Saudi women leaders, this paper discusses Saudi women’s leadership experiences and the various possibilities for improving women’s leadership experiences, such as social support, societal changes in cultural practices, and improving Islamic principles regarding women’s roles. Also discussed within the paper are recommendations including how education, training, Islamic religion, and self-belief would help Saudi women overcome some barriers to leadership opportunities.28 0Item Restricted Transformational Leadership in The Adoption and Implementation of The Internet of Things (IOT) In Higher Education: A Case Study of Saudi Arabian Universities(2023-05-12) Abdo, khalid; Baaden, BeaThe IoT is a growing phenomenon that is pervasive in many areas of society. IoT refers to the interconnection of devices through the internet. Organizations adopting IoT can obtain exciting and valuable outcomes, and higher education is not exempt. Universities are timidly incorporating IoT, therefore not taking advantage of the great benefits that IoT can bring to these institutions. However, adopting IoT in higher education implies a significant change in the usual behavior of the people attending these places. A natural resistance to the adoption of IoT is not a surprise, given that people are reluctant to modify their traditional ways of operating. It is believed that transformational leadership can promote the adoption and implementation of the IoT; a transformational leader can alleviate rejection attitudes and use transformational leadership characteristics to inform the people attending higher education institutions about the benefits of IoT. This study used a mixed-method approach to examine how the leadership qualities of university leaders affect the level of adoption and implementation of the IoT in Saudi Arabian universities. Survey and semi-structured interviews were used to collect data. Evidently, the finding reveals a profile of leadership that is transformational in style suggesting that university executives intellectually excite, inspire, ideally influence their subordinates, and examine their concerns. Second, the leaders have a moderate level of attitude toward teamwork, can motivate, and are open-minded. Third, the extent to which infrastructure enables the implementation of the IoT is not adequate. The institution lacks IoT infrastructures, as seen by the absence of an IoT department. This has made providing IoT help to students and staff problematic. Finally, IoT enables more efficient and effective systems for teaching and learning. keyword: Internet of things (IOT), leadership, Transformational leadership, IOT adoption and implementation, Higher education, Saudi Arabia28 0