Requirements of decision-making in schools

Abstract

The study aimed to identify the reality and obstacles of school decision-making, to determine the requirements for making it, and to reveal the presence of statistically significant differences in the responses of the study sample members about the degree of the variable of work, academic qualification and years of service. To achieve the objectives of the study; The descriptive survey method was used, and the questionnaire was applied to all educational practitioners enrolled in the decision-making course provided by the College of Education at King Saud University in the summer of 2020. They were (780), and (718) of them responded (92%). The main research findings included the following: The reality of school decision-making came at a “high” level, with an average response of (3.86), and obstacles to school decision-making at a “high” level with the same average of responses, which amounted to (3.86), while the school decision-making requirements are at a "very high" level, with an average of (4.32) responses. As for the results of the differences between the responses of the study sample, there are no differences related to the variables of work and the years of service regarding reality and obstacles, and the educational qualification variable regarding the requirements. Whereas there are differences related to the work variable and the years of service variable regarding requirements, and the educational qualification variable regarding reality and obstacles. The study also suggests some recommendations: updating and developing educational regulations, delegating authorities for decision-makers, training staff, designing a training program for them, and creating the appropriate educational environment