معوقات نجاح المشروعات التربوية التطويرية في التعليم العام بالمملكة العربية السعودية

Abstract EN

This study aims at identifying the most significant obstacles to achieving success in the developmental educational projects in the Kingdom ٠٠’ Saudi Arabia.

ال consists of a sample of 346 teachers of the three levels ٠٢ public education ١٦؛ Riyadh.

The researcher uses a questionnaire for data collection.

١٦؛ addition to the descriptive survey research method.

The findings of the study €٠١٦٨٨٦٦ that the obstacles ٦[؛ the section ٠٢human and financial resources lead all the obstacles, followed by obstacles in the section of follow up and assessment, then obstacles in the section of organization, and ؛"tnaliy.

obstacles in the section of planning.

All ؛٠' these are considered measurable obstacles based on the criterion the study adopts, further, the study reveals محا؛ء each of the sections of the questionnaire contains the two most prominent obstacles.

The two most distinguished obstacles in the section of planning are: a) >١٠، inviting parents, students, teachers, and the school’s administration to participate in planning projects; b) adopting projects from different environments regardless of the local environment.

The two most distinct obstacles of the section ofoi'؛؛an؛/at؛on are: a) having more than one leader undertaking tire project, which leads to leaders having conflicting ideas; and b) not making use of local and international experiences in studying and executing projects.

1'he (آن؛0أآا ة'اا remarkable obstacles of ،he follow up and assessment section are: a) lacking a precise mechanism to assess the output of teaching; and b) the low efficiency of follow up and supervision of projects, fit؛ two most eminent obstacles of the section ol' human and financial resources are: a) the increase of the teacher’s teaching houre and its ineongruence with the project's requirements; and رط the large number of students in classrooms.