THE IMPACT OF SCHOOL CONSOLIDATION ON WOMEN PRINCIPALS AND TEACHERS IN SAUDI ARABIA: A PHENOMENOLOGICAL MULTISITE ANALYSIS STUDY

Abstract

The study investigates the influence of consolidation on women principals and teacher perceptions of their professional role and school climate in Saudi Arabia. The study also investigates how principals navigate the consolidation process. To better understand the consolidation policy, an informational interview was conducted with School Planning Director at the Ministry of Education (MOE). Semi-structured interviews were conducted with ten participants who experienced school consolidation in two high schools (one urban and one rural). A phenomenological multisite analysis approach was implemented to understand participants' experiences regarding school consolidation. The data was collected and analyzed through the lens of change theory to better understand the changes caused by consolidation. The findings illustrate that a lack of consultation and preparation was observed in participants' responses. Teachers in closed schools were mandatorily transferred to other schools based on available vacancies, which affected their acceptance of the policy. Rural school participants were more in favor of the consolidation decision than urban school personnel. Both principals implemented similar leadership strategies to facilitate the consolidation process. Regarding the change in administrative responsibilities, the urban principal affirmed that the administrative tasks were increased to the expected level. In contrast, the rural principal reported a high increase in administrative responsibilities after consolidation. Both schools reported that newly transferred students have an issue with a lack of following school discipline and a gap in student achievement. However, the issues were solved by the end of the first semester. Rural school personnel reported that consolidation positively enhanced classroom interaction and overall school climate. The urban school did not report a change in the school climate since few v students were transferred. The findings recommend increasing financial/administrative support and involving affected stakeholders, such as school personnel and families, in the decision-making. Keywords: school consolidation, school merger, school closure, school leadership, school principals, women principals, women leadership, education policy, Saudi Arabia