Key Barriers to Training Effectiveness for Female Head Teachers in Saudi Arabia: A Qualitative Survey

• Main Authors: Aljawharah Alsalamah, Carol Callinan
• Format: Article
• Language: English
• Published: Athens Institute for Education and Research 2020-11-01
• Series: Athens Journal of Education
• Subjects: barriers; training; effectiveness; female; saudi arabia
• Online Access: http://www.athensjournals.gr/education/2020-7-4-5-Alsalamah.pdf

This paper outlines the results of a research study, the objective of which was to explore barriers to the effectiveness of training programmes for female head teachers in the Kingdom of Saudi Arabia. The study was carried out in the context of the National Vision 2030, implemented by the Ministry of Education with the goal of developing education in Saudi Arabia. A qualitative method survey was administered in 2018 to 24 supervisors and head teachers; respondents were asked to outline their experiences with teacher training programmes. The results provided insight into barriers to training effectiveness. Specifically, four obstacles related to trainers, trainees or the training environment were identified, all of which minimise the positive impact of training programmes. The two most significant obstacles are related to the trainers and to the lack of motivation among trainees. Based on these findings, the paper provides a series of guidelines designed to overcome these obstacles. The findings of this study are significant in that they reveal important insights for training centres with regard to barriers to effective training. These results may make it easier for trainers to tailor their programmes in order to meet the changing needs of school leadership. Trainees will be able to develop the managerial skills required of head teachers and will meet the requirements of the Ministry of Education; ultimately, educational training programmes in the Kingdom of Saudi Arabia will be enhanced.