Reasons for the Reluctance of Public Girls' School Administrations under Al-Darb Education Office

Abstract

This study aimed to investigate the reasons behind the reluctance to take on leadership roles in public girls’ schools under the Al-Darb Education Office, a growing concern within the Saudi educational landscape. The research employed a descriptive-analytical approach and utilized a structured questionnaire distributed to a sample of 141 participants, including teachers, assistant principals, principals, and educational supervisors.

The findings revealed that the primary reasons for this reluctance include: administrative overload beyond official working hours, lack of incentives, insufficient institutional support, psychological and physical fatigue, and the perceived ineffectiveness of granted administrative authority. Furthermore, the study found no statistically significant differences in participants’ responses based on job position, academic qualification, or years of experience.

The study recommended several strategic actions, such as activating the administrative authority of school leaders, restructuring task distribution within schools, enhancing leadership training programs, and improving the administrative work environment. These measures aim to attract qualified female leaders and ensure leadership stability in girls’ public schools.