Developing the performance of public-school principals in Riyadh in light of the administrative creativity approach

Abstract

The study aimed to develop the performance of public-school principals in the Riyadh region in light of the administrative creativity approach. This was achieved by identifying the current state of principals’ performance in public schools in Riyadh according to the dimensions of administrative creativity (fluency, flexibility, originality, and sensitivity to problems) from the perspective of the study participants. The study also sought to identify the obstacles to developing principals’ performance in light of administrative creativity, as well as to determine the requirements for improving such performance. To achieve these objectives, the researcher employed the descriptive survey method and designed a questionnaire as the instrument for data collection. The study sample consisted of (260) principals and (379) teachers from public schools in Riyadh. The study yielded several finding, that the level of principals’ performance in public schools in Riyadh, in light of administrative creativity, was rated as “moderate,” with a mean score of (3.30 out of 5). The results also indicated the presence of several obstacles, most notably the weakness of financial incentives and the limited authority granted to school principals. In addition, the study identified a number of requirements that would enhance principals’ practice of administrative creativity skills, including seriously examining new ideas, showing interest in them, implementing the useful ones, and recruiting qualified school leaders with high competence and a strong awareness of the value of administrative creativity.