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Tytuł pozycji:

Key Barriers to Training Effectiveness for Female Head Teachers in Saudi Arabia: A Qualitative Survey

Tytuł :
Key Barriers to Training Effectiveness for Female Head Teachers in Saudi Arabia: A Qualitative Survey
Autorzy :
Alsalamah, Aljawharah; Callinan, Carol
Źródło :
Athens Journal of Education, v7 n4 p397-416 Nov 2020. 20 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1263492">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1263492
Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: ; Web site: https://www.athensjournals.gr/aje
Recenzowane naukowo :
Y
ISSN :
2407-9898
Deskryptory :
Foreign Countries, Barriers, Females, Women Administrators, Program Effectiveness, Leadership Qualities, Leadership Role, Leadership Training, Instructional Leadership, Elementary Secondary Education, Motivation, Supervisors, Trainers, Educational Facilities, Principals
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
20
Education Level :
Elementary Secondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
OCT2020
Data wpisu :
2020
Numer akcesji :
EJ1263492
Czasopismo naukowe
This paper outlines the results of a research study, the objective of which was to explore barriers to the effectiveness of training programmes for female head teachers in the Kingdom of Saudi Arabia. The study was carried out in the context of the National Vision 2030, implemented by the Ministry of Education with the goal of developing education in Saudi Arabia. A qualitative method survey was administered in 2018 to 24 supervisors and head teachers; respondents were asked to outline their experiences with teacher training programmes. The results provided insight into barriers to training effectiveness. Specifically, four obstacles related to trainers, trainees or the training environment were identified, all of which minimise the positive impact of training programmes. The two most significant obstacles are related to the trainers and to the lack of motivation among trainees. Based on these findings, the paper provides a series of guidelines designed to overcome these obstacles. The findings of this study are significant in that they reveal important insights for training centres with regard to barriers to effective training. These results may make it easier for trainers to tailor their programmes in order to meet the changing needs of school leadership. Trainees will be able to develop the managerial skills required of head teachers and will meet the requirements of the Ministry of Education; ultimately, educational training programmes in the Kingdom of Saudi Arabia will be enhanced.

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