الإدارة الذاتية بمدارس التعليم الثانوى في نيوزيلندا والولايات المتحدة الأمريكية وإمكانية الإفادة منها في المملكة العربية السعودية

Abstract EN

The aim of the research is to clarify the intellectual foundations on which the approach to self-management of schools is based, and to reveal the features of school self-management in New Zealand and the United States of America in the light of the cultural forces and factors influencing them, and how to benefit from them in the Kingdom of Saudi Arabia.

The current research used the comparative approach, which enables During which a proposed vision was presented for the possibility of applying the school self-management approach in the Kingdom of Saudi Arabia in the light of the experience of New Zealand and the United States of America, and the research used the comparative approach, and the research reached the following results: The systemic reform of education in the Kingdom of Saudi Arabia and its improvement requires effective community participation by educators, parents and those concerned with the educational process, individuals and institutions at the local community level surrounding the school, in response to the calls of the official political and educational discourse and activating the results of education reform and development studies.