Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of the study was to determine the perceptions of public and private elementary school principals in the Kingdom of Saudi Arabia regarding the autonomy to implement the Ministry of Educations 12 administrative authorities issued in 2011. This study also sought public and private principal perceptions used to determine levels of accomplishment across select measures of continuous school improvement. Finally, this study utilized select demographic variables of the principal respondents (i.e., gender and years of experience) on levels of autonomy to implement the 12 administrative authorities and levels of continuous school improvement. A total of 135 public and private elementary school principals completed the online survey developed for this study. A quantitative study was conducted to answer the four research questions. Six null hypotheses were tested. The first null hypothesis asserted that no statistical significance existed between public and private elementary principal perceptions regarding the autonomy to implement the Ministry of Educations 12 administrative authorities. An independent-sample t test was administered. It was determined that there was no significant difference between the means for public and private school principals on autonomy. The second null hypothesis of this study asserted that there is no statistically significant difference in public and private principal perceptions regarding the levels of accomplishment across select measures of continuous school improvement. An independent-sample t -test was conducted. The result indicated that private schools were significantly higher than public schools on accomplishment. The third null hypothesis asserted that there were no statistically significant differences in principals gender and levels of autonomy to implement the 12 administrative authorities. An independent-sample t -test was administered. The result indicated there were no statistically significant findings to report. The fourth null hypothesis asserted that there is no statistically significant difference in principals years of experience and levels of autonomy to implement the 12 administrative authorities. A one-way ANOVA was conducted. The finding showed no statistically significant differences between the years of experience and levels of autonomy. The fifth null hypothesis asserted that there is no statistically significant difference in principals gender and levels of accomplishment. An independent-sample t test was conducted. Findings indicated that there was a statistically significant difference between female and male principals on accomplishment. The last null hypothesis asserted that there is no statistically significant difference among the means in principals years of experience and levels of accomplishment on continuous school improvement. A one-way ANOVA was conducted. The results showed there was a non-significant finding. Implications for school principals and MOE leaders along with further research implications are suggested.

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