Comparing Roles of Head Teachers in Developing Schools as Learning Organisations in the British and Saudi Arabian Education Systems (Published)
The main purpose of this study was to critically compare the roles of headteachers in the Saudi Arabian and British education systems particularly in relation to fostering effective schools and developing schools as learning organisations. These aims were achieved by using a positivism quantitative approach as it was deemed most suitable for this study. Survey questionnaires were primarily used as the method of data collection and questionnaires were administered to a total of forty participants (twenty teachers and twenty headteachers) from twenty different primary schools in Saudi Arabia and the United Kingdom. The findings established through this study showed that in relation to the similarities and differences in the roles that British and Saudi headteachers play towards the realisation of schools as learning organisations, a majority of headteachers in both the British and Saudi education systems proactively take up roles geared towards developing the school as a learning organisation. It was established that approximately 74% of headteachers in the Saudi education system and 90% of headteachers in the British education system proactively take up roles geared towards developing schools as learning organisations. Thus it was concluded that more headteachers in British primary schools take up roles geared towards developing schools as learning organisations than headteachers in Saudi primary schools. It is therefore recommended that headteachers especially those in the Saudi education system should be given more mandate, control and autonomy to take on roles that foster effective schools and develop schools as learning organisations.
Attaining School and Educational Goals: Duties of Headteachers of Public Basic Schools in Ghana (Review Completed - Accepted)
Education forms the foundation for the development of human resource, making it critical for national development. To ensure that children attain a minimum period of schooling, the government of Ghana has committed itself to a number of international protocols to provide basic education for all Ghanaian children. Hence, many basic schools have been built throughout the country to increase access and participation. These schools are administered in most cases by experienced teachers who serve as leaders. The subject of ‘leadership’ has gained considerable attention, discussion, and extensive study by theorists and researchers in a number of disciplines. This is so, especially in modern times when the concept has become complex as a result of globalization and technological advancement. School leaders are considered as pillars of the educational system, and also seen as the major agents in the promotion of school effectiveness. This is clearly seen in the numerous functions that they are expected to perform daily and often simultaneously, thereby showing the crucial role of school leaders in establishing, monitoring and maintaining the quality and standards in education. This paper examines the duties of headteachers of public basic schools in Ghana in attaining school and educational goals, and the challenge(s) they face in executing their duties. The paper recommends among other things that headteachers need to improve on their knowledge and skills in school and financial administration through learning and experience, and they must be effectively monitored, supervised. Again, the Capitation Grant (CG) policy should be evaluated, reviewed and revised so that its implementation could meet changing and current trends.