Organizational Confidence Among Principals of Public Secondary Schools in the Kingdom of Saudi Arabia and its Relationship to the Morale and Job Performance of their Teachers

Abstract

This study examines the relationship between organizational confidence, teacher morale, and job performance in public secondary schools in Saudi Arabia. Based on the survey data obtained from both educators and administrators, the study revealed that the presence of organizational confidence in leaders was associated with elevated morale and improved performance among instructors. The significance of effective leadership in fostering an inclusive atmosphere within the educational setting is evidenced by the outcomes observed. The research sheds light on the intricate connection between teaching experience and teacher morale. However, the presence of gender disparities in organizational confidence highlights the necessity for targeted leadership development initiatives. The equitable allocation of resources and the implementation of targeted professional development are of utmost importance, given the significant disparities in job performance observed across urban, suburban, and rural schools. This study establishes the foundation for initiatives aimed at enhancing educational leadership and promoting teacher well-being. Moreover, it offers valuable insights that are relevant to educational administrators, practitioners, and policymakers.