Abstract/Summary

As globalisation reshapes the structure and orientation of traditional educational systems, nations like Saudi Arabia have undertaken to reform their policies and practices to improve students’ attainment and teacher effectiveness. Under recent reform measures, the transfer of responsibilities to local authorities has elevated the role of schools and their representatives in framing the future of these institutional goals. As the global community witnesses the evolution of Saudi Arabian policy regarding female education, it is imperative for researchers to consider the unique experiences of this professional community and their role in shaping the future of educational reform. Accordingly, this study has contributed new evidence regarding school leaders’, deputies’ and teachers’ experiences with recent reform measures, considering their decision-making participation, their professional identities and their continuing professional development (CPD) needs. This present study adopted a case study approach with a qualitative design which focuses on the in-depth understanding of the issue, drawing on data from three primary female schools in Saudi Arabia. This consisted of interviews with three school leaders and three deputies, six focus groups interviews and 12 individual interviews. The qualitative analysis has revealed that despite an increase in autonomy and limited decision-making opportunities, decision-making about curricular changes, technology, and future coursework remains minimal for these professionals. Further, school leaders, deputies and teachers reported that additional CPD is needed to improve a range of skill sets and shape their role within the reformed primary school network. As they are all qualified staff working within the system, and experienced representatives of the female community, these school leaders have the potential to alter and improve the long-term competitiveness and effectiveness of this system for future generations.