قيادة مجتمعات التعلم الأكاديمية في الأقسام العلمية بالجامعات السعودية : جامعة الملك عبدالعزيزأنموذجا

Abstract EN

The present study aimed to achieve a proposed model for leading academic learning communities in Saudi universities.

This model may contribute to transforming the scientific departments into academic learning communities.

This required identifying the degree of practicing leadership styles of academic learning communities in scientific departments at King Abdulaziz University, it also required identifying the extent to which aspects of learning academic learning community exist in the scientific departments.

Relationships and influence of leadership styles in establishing and supporting academic learning communities in scientific departments in King Abdulaziz were tested and analyzed, these styles include distributed leadership, educational leadership, and servant leadership To achieve the objectives of the study, analytical descriptive approach was utilized.

Sample of the study consisted of (283) members of the teaching staff at King Abdulaziz University.

Questionnaire was used as a data collection instrument.

Results of the study showed that leadership styles of the academic learning communities were practiced in the university at varying degrees, between low and medium.

It was found that the characteristics of the academic learning communities are exist in a medium degree.

The results also showed a statistically significant effect at the level of (α = 0.05) of leadership styles of the academic learning communities in establishing and supporting academic learning communities in the scientific departments.

A number of recommendations were presented, most notably heads of scientific departments need to adopt leadership styles proposed in the study model (distributed leadership, leadership, leadership or learning leadership) to be able to activate their role in establishing and supporting academic learning communities.

More focus on collective learning and to promote individual practices of faculty members and their integration into collaborative working groups to be made, that may contribute to the exchange of information, experience and knowledge sharing; thus contributing to the improvement of administrative and academic practices and the development of educational, research and community service