Investigating the influence of learning-centred leadership on authentic instruction and the contribution to enhancing the learning culture : a case study of four Saudi Arabian primary schools

Abstract

In educational leadership, a growing body of research explores successful leadership practices that influence student achievement and improve school effectiveness and culture. However, there is little empirical evidence on effective leadership strategies that principals can employ to improve the quality of learning outcomes (Liebowitz & Porter, 2019). More precisely, in Saudi Arabia, there is scant systematic research on how leadership models influence classroom instruction and aid meaningful learning, or how cultural elements can be used to build effective practices (Bailey et al., 2021). Arguably, the significance of this thesis stems from the fact that it is the first to investigate how learning-centred leadership (LCL) influences authentic instruction (AI) in Saudi primary schools. This is crucial because Saudi Arabia’s government is implementing reforms to improve school performance and student learning, as part of its plan to meet the requirements of the 21st-century (Madani, 2020). This thesis, thus, investigates the influence of LCL on AI in four of the northern region’s primary schools. It also aims to identify LCL strategies used to improve teaching and learning and, based on education policy, school culture (SC) changes associated with LCL that enhance AI implementation. A concurrent triangulation mixed-methods design was adopted and both quantitative and qualitative approaches were combined to fulfil the research purposes (Creswell, 2019). Quantitative data were collected from structured questionnaire responses from 50 school leaders and 157 teachers, and probability sampling was employed. Meanwhile, qualitative data were gathered by employing purposive sampling in four schools; semi-structured interviews were conducted with five leaders and 24 teachers; systematic classroom observations of 28 teachers were conducted with field notes in the four schools; and ten pieces of documentary evidence from the schools and national educational authorities were analysed. This research study found that leaders and teachers positively perceived the relationship between LCL and AI implementation (P = 0.001, rho = 0.822). LCL’s most important strategies involved developing communities of practice and professional development, and managing the instructional programme to improve textbook-based curriculum implementation. The integration of moral and ethical activities within a leader’s practice increased the effectiveness of LCL strategies. The schools that performed highly in AI were closely connected to the efficient exercising of LCL, which was reinforced by consistency, resilience and morale support, and positively impacted SC. iii In addition, school type and size affect LCL in AI deployment, according to this study. High expectations from policymakers and parents encouraged school administrators to practise LCL, despite structural and political barriers. The thesis concludes with suggestions for improving knowledge and understanding, and for LCL strategies to implement AI. This will support current policies and stimulate additional research on primary school learning reform in Saudi Arabia, while highlighting existing barriers. Future research should be undertaken to verify the study’s conclusion, provide more extensive comparisons, and engage subject supervisors and policymakers. The study concludes that the Ministry of Education (MoE) should support school leaders’ practices in accordance with the government’s high expectations for improvements in school performance, and ensure their effectiveness in rapidly changing policy contexts.