Saudi Arabian secondary school leaders and subordinates' preparedness for change into transformational leadership : an exploratory study of the teachers' perceptions

Abstract EN

for transition into the ‘transformational’ style of school leadership.

As school preparedness is reflected in the extent of the transformational school leaders’ characteristics possess, and the school teachers’ views concerning the need for and acceptability of change, the study gauged teachers' perceptions on those two issues.

The study is also concerned with exploring whether the need for change at the secondary schools correlate with acceptability of change expressed by the staff.

The study assessed the impact of some demographic variables (age, qualifications, years of experience, and job position) on their views about the characteristics of transformational school leaders their school principals possess.

A questionnaire was adapted to achieve such aims.

This was responded by a sample # 100 school teachers randomly selected from different (Madinanah-centred and rural) secondary schools in the Al- Madinah Al-Munawwarah, KSA.

Analysis of the overall responses of participants indicated that their principals have got a great deal of the characteristics of transformational school leaders.

The vast majority (88%) of participants feel necessity of change in their schools.

Findings concerning the participants' perceptions of the extent of change acceptability have shown a variety of perceptions: that is change would be rejected or humbly accepted (44% and 36% of the par cipants respec vely).

Only 16% of the respondents thought that change a!empts would be moderately or greatly accepted.

No significant correlation was found between participants' feeling about their schools' need for change, and the level of change acceptability/welcome by staff.

No significant differences were found between the participants’ perceptions of the extent of transformational school leaders characteristics the school principals possess on the one hand, and variables of age, qualifications, or teachers’ position at school, on the other hand.

‘Years of experience’ also indicated no significant difference, with one exception related to one band of the four transformational leadership concepts.

The findings carried implications and posed suggestions for further research in school leadership / administration in Saudi Arabia