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Educ. Sci. 2019, 9(1), 25;

Female School Leaders’ Perceptions and Experiences of Decentralisation and Distributed Leadership in the Tatweer System in Saudi Arabia

Ministry of Education, Riyadh 12435, Saudi Arabia
Institute of Education, University of Reading, Reading RG1 5EX, UK
Author to whom correspondence should be addressed.
Received: 30 November 2018 / Revised: 11 January 2019 / Accepted: 22 January 2019 / Published: 26 January 2019
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While school reform has been the subject of much research globally, few studies have examined “on the ground” educational reform in the Kingdom of Saudi Arabia (KSA), especially in relation to the “Tatweer” System, an initiative which purports to transform education and lead educational change within the country. This paper aims to address this knowledge gap and reports on a study which examined female leaders’ perceptions and experiences of the system. A qualitative case study of three Tatweer schools was conducted, with data being drawn from one-on-one interviews (n = 16), focus group interviews (n = 4) and documentary analysis. Our findings suggest that the Tatweer system is what can be termed “semi-decentralised”, which appears to be linked to issues of accountability, trust, and perceived staff competence. However, at the local level, major breakthroughs seem to have taken place in relation to distributing leadership responsibilities and decision-making processes within these female-led schools. View Full-Text
Keywords: trust; school reform; autonomy; female leaders trust; school reform; autonomy; female leaders
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

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Alyami, R.; Floyd, A. Female School Leaders’ Perceptions and Experiences of Decentralisation and Distributed Leadership in the Tatweer System in Saudi Arabia. Educ. Sci. 2019, 9, 25.

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