التحديات التي تواجه نظام المسارات المطور للمرحلة الثانوية في المملكة العربية السعودية و سبل تطويره من وجهة نظر القائدات التربويات

Abstract EN

The aimed to identify the challenges to the implementation of the upgraded secondary-level pathway system from the point of view of the School Leadership Supervisors and the Secondary School Administrators and Agents of the Department of Tabuk Education, and to uncover the statistically significant differences in these challenges in terms of the functional variable and years of experience, as well as to make development proposals for the application of the secondary-level pathway system.

The study followed the scanning descriptive curriculum and resolution tool on a sample of 159 school leadership paralegals and TBA secondary school administrators and agents.

The findings found that the responses of members of the study to the language of the challenges ranged from a degree of response (medium to high), with the most notable being the lack of clarity on the mechanisms of voluntary tasks required for graduation, the futility of the university admission policy for the output of secondary-level paths, and the lack of a specialized academic mentor to guide female students to choose the appropriate paths.

The study also found that there were no statistically significant differences in challenges in terms of variable job names and years of experience.

The most prominent developmental proposals from the perspective of the study sample were the establishment of training courses and workshops for all groups, the development of school readiness, the establishment of a strong infrastructure for the routing system, the activation of awareness of the upgraded routing system for the relevant groups, and the recruitment of new specialties and their non-assignment to non-specialists.