Principal Leadership and Student Achievement: Decentralising School Management in Saudi Arabia

Autor/inn/en	Aburizaizah, Saeed; Kim, Yoonjeon; Fuller, Bruce
Titel	Principal Leadership and Student Achievement: Decentralising School Management in Saudi Arabia
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 5, S.795-816 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1462145
Schlagwörter	Foreign Countries; Principals; Leadership; Academic Achievement; Administrative Organization; Educational Administration; Access to Education; Leadership Styles; Educational Resources; Cultural Influences; Social Class; Educational Quality; Curriculum; Academic Standards; Socioeconomic Influences; Middle Schools; Mathematics Achievement; Saudi Arabia; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Führung; Führungsposition; Schulleistung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Education; Access; Bildung; Zugang; Bildungszugang; Führungsstil; Bildungsmittel; Cultural influence; Kultureinfluss; Social classes; Soziale Klasse; Quality of education; Bildungsqualität; Curricula; Lehrplan; Rahmenplan; Sozioökonomischer Faktor; Middle school; Mittelschule; Mittelstufenschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Saudi-Arabien
Abstract	Saudi Arabia has expanded access to secondary schooling over the past generation, while also pushing to lift quality. This includes decentralising authority out to principals, equipping them to set higher performance expectations and deploy incentives to attract and retain strong teachers. We find wide variability in the extent to which principals display leadership behaviours, based on nationally representative school samples drawn in 2003, 2011, and 2015 for the Third International Mathematics and Science Study. Pupil achievement did improve across these cohorts, markedly among girls attending schools in which principals enriched the academic climate and deployed teacher incentives, after taking into account the social class background of students and the school's instructional resources. Greater availability of resources, including computing tools, improved over the period but did not account for higher achievement in mathematics. Lessons for other nations are discussed, as international donors press decentralised governance, at times ignoring local cultural and institutional contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01