Competency Framework for Public School Leaders in Saudi Arabia based on the Canadian Experience: A Proposed Model
DOI:
https://doi.org/10.59759/educational.v5i2.1992Keywords:
Reference Framework, School Leadership, public education, Saudi Arabia, Canada's experience.Abstract
The study aimed to identify the necessary competencies for leaders of public education schools in the Kingdom of Saudi Arabia and to understand the content of Ontario, Canada's experience in qualifying and preparing school leaders. Based on this, the study sought to propose a framework that includes the necessary competencies for leaders of public education schools in the Kingdom in light of the Ontario-Canada experience. To achieve the study's objectives, the analytical documentary method was used to build the model, relying on the analysis of the study's literature and a number of selected documents. The study concluded with a proposed framework for the competencies of public education school leaders, consisting of four areas of competencies: strategic leadership, building a positive and collaborative school culture, developing the teaching staff and student learning, and evaluation and accountability. The study recommended adopting a unified reference for the competencies of school leaders to be based upon in the processes of their: appointment, recruitment, preparation, qualification, and training, as well as benefiting from distinguished international experiences in the field of school leader competencies.
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