Saudi Female Teachers' Perceptions of the School as Educational Organizations

(Asmaa Radi Khanfar)

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Abstract

The Saudi Ministry of Education has become increasingly intent on evolving into a structured educational organization which applies best practices and principles. The Ministry seeks to develop its educational institutions in general and public schools in particular, and to raise the efficiency and positive perception of its overall system. This study investigated teachers’ perceptions of their schools as educational organizations in the Eastern Province of Saudi Arabia. The sample was comprised of 401 female teachers, representing 20% of the original public education community. A descriptive research approach was used to study the teachers’ perceptions via their responses to a questionnaire. The instrument consisted of 30 items divided into four categories: professional growth, atmosphere, experimentation, and organizational structure. The data were analysed using a t-test and one-way ANOVA to determine the differences between two or more independent variables. The results showed that the teachers’ perceptions of schools as educational organizations received moderate approval ratings (overall average = 3.08; SD = 0.82). The areas Dammam, girls’ education, learning communities, Saudi education, and teachers’ perception were ranked in descending order as follows: professional growth, atmosphere, experimentation, and organizational structure. There were significant differences in the responses based on the variable of participants’ educational qualification, except for experimentation. However, there were no significant differences based on teachers’ years of experience. The study recommended training courses for female principals and teachers in applying the best practices and basic principles of educational organizations.

KEYWORDS
Dammam, girls’ education, learning communities, Saudi education, teachers’ perception

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References

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