Floodgate, SimonAlMushabbab, Aysha Fahad2025-12-072025https://hdl.handle.net/20.500.14154/77336Abstract This study explores how computer science (CS) teachers in Saudi Arabia perceive the influence of educational leadership on their motivation, working conditions and responses to reform within the broader Vision 2030 agenda for educational transformation. A mixed methods design combined breadth and depth: an online survey of 174 CS teachers provided quantitative data, while four semi-structured interviews and open-ended survey responses offered qualitative insight. Descriptive and non-parametric statistics were applied to the survey results and integrated with thematic analysis of qualitative data. Teachers rated leadership’s overall impact as moderate and uneven. It was most effective when offering professional development opportunities and encouraging innovative teaching practices. Recognition supported motivation when timely and specific, but its inconsistent use, together with the absence of incentives and limited career progression, weakened sustained commitment. Working conditions varied: some organisational support was evident, but shortages of laboratories, devices and reliable internet, along with additional technical duties outside teaching roles, constrained classroom practice. Consultation was often limited, reducing teachers’ influence over workload and resource decisions. In responding to policy changes, leadership provided access to some digital tools and workshops, yet weak communication, late or overly theoretical training and minimal teacher involvement in curriculum planning hindered the effective implementation of reforms. Female teachers associated leadership more strongly with motivation than males, while non-specialists consistently rated leadership more positively across all dimensions, reflecting their greater need for support. The study concludes that leadership contributed meaningfully to everyday practice but lacked the consistency and authority needed to embed reform or address systemic barriers. It recommends investment in infrastructure, clear v recognition and progression pathways and meaningful consultation with teachers to strengthen CS education and help achieve Vision 2030’s aims. Keywords: computer science education; educational leadership; teacher motivation; working conditions; policy change; Saudi Arabia; Vision 203093enEducationThesis