Date of Degree

5-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program

Education

Advisor

Arthur E. Hernández

Advisor

Norman St. Clair

Advisor

Ashley S. Love

Abstract

Research Focus. In the unique context of Saudi Arabian high schools, this qualitative study aimed to understand how decentralization, a significant reform initiative, was experienced by principals and teachers. It explored their perspectives, challenges, and successes and actively sought their recommendations for enhancing decentralization's implementation. By focusing on the voices of these key stakeholders, the study aimed to provide practical guidance to inform future reforms and improve education quality for Saudi high school students.

Research Methods. This qualitative study employed an interpretive design to explore the experiences and perspectives of high school principals and teachers in Saudi Arabia regarding decentralization implementation. Data collection involved in-depth semi-structured interviews with a purposive sample of participants who had direct experience with decentralization. The study was conducted in Jeddah, Saudi Arabia, where decentralization reforms were implemented. Thematic analysis was used to analyze the interview data, identifying recurring themes and patterns within participants' narratives. This approach allowed for an in-depth examination of participants' insights and recommendations regarding decentralization, providing a rich understanding of their experiences and the challenges they faced. The research design aimed to capture the nuanced and context-specific aspects of decentralization implementation within the Saudi high school system.

Research Results/Findings. The study's findings shed light on the multifaceted experiences of high school principals and teachers with decentralization implementation in Saudi Arabian high schools. Participants shared their perceptions, challenges, and successes in navigating the decentralization process. The main findings revealed that while decentralization was seen as a positive step toward school autonomy, it also presented challenges related to decision-making, resource allocation, and communication among stakeholders. Participants emphasized the importance of effective leadership, professional development, and clear communication in successful decentralization implementation. Moreover, the study unveiled valuable recommendations from participants on enhancing the decentralization process for improved educational outcomes. These findings contribute to a deeper understanding of decentralization in the Saudi high school context and provide insights for educational policymakers and practitioners.

Conclusions From Research. Based on the research findings, it is evident that decentralization in Saudi Arabian high schools is a complex and multifaceted process. High school principals and teachers perceive both advantages and challenges associated with decentralization. Effective leadership, professional development, and clear communication emerge as key factors in successful implementation. The study's recommendations emphasize the importance of ongoing support and training for educators and the need for clear communication channels to enhance the decentralization process. These insights have significant implications for educational policymakers and practitioners in Saudi Arabia. The study underscores the importance of considering the perspectives and recommendations of those directly involved in the educational process when implementing decentralization reforms. Ultimately, this research contributes to a more nuanced understanding of decentralization in the Saudi high school context and offers practical guidance for improving the quality of education in the region.

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