التدريب التطبيقي لتطوير أداء قادة مدارس التعليم العام في المملكة العربية السعودية في ضوء التجارب العالمية : برنامج خبرات أنموذجا

الملخص EN

This study aimed to conceptualize applied training, explain applied training global experiences of school leaders, clarify their usefulness in developing applied training for school leaders within KHEBRAT program in KSA, and identify difficulties that may face its application.

To achieve these objectives, the authors used the analytical descriptive method, reviewed literature, theoretical and empirical studies regarding applied training, and websites concerning the global experiences, through comprehensive analysis of their contents.

The study findings revealed that applied training within KHEBRAT program was a kind of professional development based on school leaders‟ immersion in educational institutions of developed countries to equip them with the best professional experiences and practices and then to transfer and localize such experience in Saudi Arabia, in order for upgrading the performance level and achieving the required goals.

Each global experience has a distinct feature in terms of school leaders‟ applied training implementation, whereas The National Institute for Educational Professional Development (NIEPD) can make use of such experiences through focusing on providing school leaders with applied training in KEHBRAT program in cooperation with Saudi universities, provided that the applied training provided to school leaders is based on identifying training needs for those in-service.

The study findings revealed, also, that there were certain difficulties that may encounter school principals‟ applied training, primarily; poor incentives, KHEBRAT program for developing school leaders‟ performance focusing only on cultural information without focusing on professional and academic skills.

The study concluded with a number of recommendations and suggestions, primarily: KHEBRAT program must focus on equipping participants with practical skills and practices, and developing powers conferred upon school leaders to benefit from and localize these acquired experiences.