القيادة الريادية و دورها في مجتمعات التعلم لدى قائدات المدارس الثانوية بمحافظة الجبيل

الملخص EN

The study aimed to identify the role of entrepreneurial leadership in learning communities in Jubail Governorate, so the study was used in order to achieve the objectives of the study.

Learning Communities of Secondary School Leaders in Jubail Governorate.

This is followed by conducting descriptive calculations of the questionnaire and conducting an interview with secondary school leaders in Jubail Governorate to reveal the pioneering leadership and its role in learning communities from the point of view of secondary school leaders in Jubail Governorate.

The study was limited to secondary school leaders and teachers in Jubail during the second semester 1441/1442 AH.

The research was also limited to entrepreneurial leadership and its dimensions (strategic vision, innovation, proactivity, risk), and learning communities.

The results of the study concluded that the presence of the strategic vision of secondary school leaders from the teachers' point of view came to a medium degree, and the keenness of secondary school leaders to be proactive in educational situations from the teachers' point of view came to a medium degree.

And the readiness of secondary school leaders to take risks in making decisions from the teachers' point of view was moderate.

The school leaders' interest in innovation and urging their teachers to do so, from the teachers' point of view, came to a high degree.

The results showed that there were no statistically significant differences between the pioneering leadership and its role in the learning communities of secondary school leaders in Jubail from the teachers' point of view due to the difference in academic qualifications, as well as the ence of statistically significant differences in the pioneering leadership and its role in the learning communities of secondary school leaders in Jubail from the point of view of The parameters are considered due to the difference in the number of years of experience.

The obstacles facing leadership in leadership in learning communities within the internal and external educational environment were also identified.