The Distributed Leadership of the Royal Commission Schools in Jubail Principals and its Relationship to the Application of School Accreditation Standards from the Point of View of Teachers

Abstract

The study aimed to identify the degree of the Royal Commission schools in Jubail principals' practice of distributed leadership and the degree of application of school accreditation standards in the Royal Commission schools in Jubail Industrial City. The study also aims to reveal the nature of the relationship between distributed leadership and the application of school accreditation standards. The study applied the descriptive survey approach. To achieve the objectives of this study, the questionnaire was used as a tool to study a population of (1072) teachers. The study sample included (296) teachers selected simply randomly. The study found that the degree of the Royal Commission schools in Jubail principals practice from the point of view of teachers is (high) at a mean of (3,91) and the degree of application of school accreditation standards in the Royal Commission schools in Jubail from the point of view of teachers is (high) at a mean of (4,07). The study also revealed a positive correlation between the principals of distributed leadership and the application of school accreditation standards in the Royal Commission schools in Jubail from the point of view of teachers. There is also no impact of the school stage variable on the degree of the Royal Commission schools in Jubail principals' practice of distributed leadership or the degree of application of school accreditation standards. The study recommended that relevant leaders urge school principals to expand in giving informal leaders more leadership roles and disseminating distinct experiences and practices in the educational field. The study also recommended the importance of involving teachers and the local community in building the school's strategic plan.