Mahmoud Abdel Tawab Abdel Tawab Fadl1*, Aisha bint Muha Ahmed Safhi2
1Associate Professor of Management and Planning at the Faculty of Education, Al-Azhar University in Cairo, Egypt, and King Khalid University, Saudi Arabia
2Educational Supervisor in the Education Office, Doctor of Philosophy in Educational Leadership and Administration, Taibah University, Saudi Arabia
Volume:16 | Issue: 2 | Pages:154-172 | June 2024 | https://doi.org/10.54940/ep37857688 | PDF
Received:26/3/2022 | Revised:31/5/2022 | Accepted:7/9/2022
*Corresponding author: [email protected]
Abstract
The current study aimed to determine the degree of availability of the requirements of the Kingdom’s vision (2030) represented in (strategic planning - administrative transparency), and to reveal the statistically significant differences between the average responses of the study sample members due to the study’s classification variables (type - job - years of experience), The study used the descriptive method, and the study population consisted of all educational supervisors and school leaders in the Jizan region for the academic year 2021 AD. The study sample amounted to (377) educational supervisors and school leaders. The study results showed that the dimension of “strategic planning” is the most important of these dimensions, as it obtained an arithmetic average (4.72), while the dimension of “administrative transparency” was the least important of these dimensions (4.5). A proposal to develop the performance of education offices in the Jizan region in light of the requirements of the vision of the Kingdom of Saudi Arabia 2030.
Keywords
Performance Development, Strategic Planning, Administrative Transparency, Education Offices.
How to Cite
Fadl, M., & Safhi, A. (2024). Developing the Performance of Educational Offices in the Jazan region in Light of the Requirements of the Saudi Arabia Vision 2030. Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(2), 154-172. https://doi.org/10.54940/ep37857688
License
Copyright (c) 2024. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC)
