تعزيز القيادة التربوية من خلال التدريب الفعال وتطوير التعلم مدى الحياة في المدارس الابتدائية في المملكة العربية السعودية

Abstract

Lifelong 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 teachers