Contextual Leadership Analysis: Pre-School Education in Saudi Arabia

This report provides a contextual leadership analysis, focusing on pre-school education within the Saudi Arabian context. It begins with an introduction that emphasizes the importance of understanding the educational environment and the significance of leadership. The report identifies and describes various contextual factors, including ethnicity, economic factors, historical background, and local educational policies. It then examines the issues created by these factors for schools and their leadership. The report also explores the critical relationship between leadership theory and practice, as well as the leadership and management of change. The report provides insights into future innovations and presents present and potential responses to leadership challenges. Finally, the report provides a comprehensive conclusion summarizing the key findings and implications for effective leadership within the specific context of Saudi Arabian pre-schools.

Running head: CONTEXTUAL LEADERSHIP ANALYSIS
CONTEXTUAL LEADERSHIP ANALYSIS

1
CONTEXTUAL LEADERSHIP ANALYSIS
Table of Contents
Introduction.................................................................................................................................................2
Identification and Description of Contextual Factors..................................................................................3
Ethnicity, Decile and Zoning........................................................................................................................4
History of Preschool and its Staffing............................................................................................................5
Local Employment/Economic Factors influencing Early education.............................................................6
Relationship with other Schools..................................................................................................................6
Local Educational Politics or Policy Imperatives Impacting School..............................................................7
Issues Created by Contextual Factors for School and its Leadership...........................................................8
Critical Relationship between Leadership theory and Practice in School....................................................8
Leadership and Management of Change.................................................................................................9
Future Innovation and Schools..............................................................................................................10
Active Leadership in Education..............................................................................................................10
Organization Based Change...................................................................................................................10
Strategy Based Leadership....................................................................................................................10
Present and Potential Response to Challenges Related to Leadership......................................................11
Conclusion.................................................................................................................................................13
REFERENCES..............................................................................................................................................15

2
CONTEXTUAL LEADERSHIP ANALYSIS
Introduction
After considering the changes in modern world’s economic, environmental and technological ,
Al-Mogbel states that all these variations leads to rising of new concerns regarding education at
pre-primary level therefore making necessary the requirement for accessing different
international experiences in the field. Of particular significance to understand a system of
education or particular curriculum is a concept for multicultural awareness as well as human
development which includes at individual level of teacher (Hamdan, et al., 2011). Concept of
leadership is high priority concern for most of the people in education sector nowadays. The
reformers are dependent over the same. Leadership indeed is a growing industry as there is
primal, cultural, servant, and constructivist, moral, transformational and instructional leadership.
There is no surprise in the fact that most of the people are making their living touting the latest
insight regarding effective leadership in education. Ribbins (2001) states that association in
school effectiveness and leadership is accepted widely by most of the countries, by the ministers
of government who often rate the leadership quality like an important factor for effective schools
by not acknowledging or understanding that leaders in schools execute in a context. The
importance of this context and background is crucial to the outcome of school, but behavior of
the leaders has indirect impact over the performance of students. This paper evaluates various
theories and models of leadership for discerning applicability, meaning and relevance to schools
of Saudi Arabia. It previews distinguishing features and evolution of leadership as well as
compare the chosen models for determining the importance to context of Pre-Education in Saudi
Arabia to achieve effectiveness in Pre-school Education (Prokop, et al., 2014). Various models
of school leadership have evolved for suiting perceptions and demands and educational reforms
as well as societal change of the researcher of education who observe school like an organization

3
CONTEXTUAL LEADERSHIP ANALYSIS
on the basis of corporation-company model and portrayed high complexity and dynamism. All
other researcher who view school like a community which has network to interconnect people
and associations along with different degrees and intensity of conflicting expectations and
commitments therefore, developing an environment which is unique for every school. In this
report, various contextual factors will be discussed. Issues created by contextual factors for
institution or school and its leadership will be discussed in subsequent paragraphs. Lastly,
evaluation of responses to challenges faced by leadership will also be highlighted in further
paragraphs.
Identification and Description of Contextual Factors
At present, Saudi Arabia is ruled by all members of royal dynasty known as Al-Saud family.
Islam is considered as official religion in Saudi Arabia and this nation is called as often “Land of
Holy Mosques”. Also, in economic terms, Saudi Arabia is world’s highest exporter and producer
of oil. It holds approx. 25 percent of known supplies of oil in world. This important economic
position in world has caused much development and growth in Saudi Arabia which includes
educational domain.
In this section, the education system of Saudi Arabia will be discussed in context of nature of
intake of student, school’s history and its staffing, local employment/economy factors,
association with any other school and any local educational politics or policy imperatives which
have influence over institution/school. The nation at present has more than 50 universities
(private and public) and more than 30,000 schools which provide free education to its citizens.
The Saudi Arabia education system is varied extremely and is also the best in world. As per the
scores, the education system there has highest value for science, mathematics and literacy in the
nation. The public system of education is the best and top funded worldwide. Saudi Arabia

4
CONTEXTUAL LEADERSHIP ANALYSIS
provides highest proportion of funding in public education system all over the globe. Many
indices are rating Saudi Arabia to be the topmost nation all over the globe for the education
(Brandt, et al., 2003). Various things makes and develops uniqueness in Saudi Arabia and
distinguish it from all other developed nations which give education to children. The natives of
Saudi Arabia believe to give the education to everyone which they deserve. Many schools which
are private are there but as the nation is good to give the public schools and institution the
monies which they need, a lot of parents are happy to use public system. Next reason is due to
the fact that education based system concentrated over both academic and practical achievement.
Public education framework of Saudi Arabia concentrated on letting the children explore and be
open mind therefore, allowing for learning the best way which they can.
Ethnicity, Decile and Zoning
In Saudi Arabia, the education in its earlier years is coed with female category teachers also. The
government of Saudi Arabia now connects directly the children’s education to development and
advancement of Saudi Arabia. In the usual educational traditions, Saudis have this notion that
good education and care of children promises future success of the whole of the nation. In this
modern world, the significance of opportunities of preschool can’t be ignored. Saudis think
children like the society’s wealth as well as the future’s decision makers. The value of the nation
thus depends over the children’s preparation the growth of whom is directly linked to the
education based environment. Schooling has undeniably significant function to provide an
overarching practical and scientific education to its young generation in worship and doctrine
area, social and individual duties and rights and ethics, development of self. Kindergarten and
Pre0school years are critical timed to build the personality of a child, his ability for cooperating
with the peers and his independence.

5
CONTEXTUAL LEADERSHIP ANALYSIS
Early education is significant and also is very laid back. Though, if there is a need for meeting
vigorous needs and have to perform a specific task for staying over student visa, there is a great
education by not having cost of mental health in process, a good advantage is there irrespective
who the person is. Regarding ethnicity, Physical discipline like strapping, caning or smacking is
not permitted for children in Saudi Arabia. Therefore, the school punishments involve usually
the extra work or detention (being sustained even after school. It is not legal for anyone in Saudi
Arabia to make use of force for disciplining the child. The parent can only make use of force for
preventing the child from any harm or danger but teacher cannot make use of force for any
situation (Garratt, et al., 2003). A regional service for community law has great publication
regarding children and the conduct of schools regarding discipline of students.
History of Preschool and its Staffing
In Saudi Arabian Kingdom, nursery is considered to be term for child care that is optional for
youngest member of the family whose age comes between 0 to 3 years. It focusses on care and
less over teaching. Kindergarten and Preschool indicates instruction and care for children who
are aged between 3 to 5 years. Girls and boys attend their pre schooling together. All their
teachers are female which is completely opposite in higher secondary schools where all the male
students are asked to study under male teachers only. The historical, religious, economic and
geographic context has directed the growth of Saudi ECE in previous 40 years. Educational
strength’s investment of Saudi citizens was an important focus over late king Abdullah al Saudi
as well his ministerial council. Educational literature of Saudi Arab gives a lot of information
regarding details of the Saudi ECE current development of system of Saudi pre-school. This
synopsis addresses following domain: the future of Saudi ECE, challenges and issues in current

6
CONTEXTUAL LEADERSHIP ANALYSIS
education of preschool, pre-school preparation, present curriculum objectives and goals, history
of education related to preschool and the implications of the same.
Local Employment/Economic Factors influencing Early education
Many of the leaders of Saudi Arabia during the prior periods of the development have realized
the requirement for children of pre-school level to be included in structured situation of
educational learning. The concern of them that methods of Ktatib were insufficient and informal
led to development of initial official preschool of the kingdom. In the beginning, the non Ktatib
preschools got opened in Riyadh in 1966. In the following year, two more got opened in Ahsa
and Dammam. Many more opened in Mecca in 1975. These initial years showed successful but
slow development.
Relationship with other Schools
Most of the Leaders today in Community, business and education development are realizing that
alone schools may not prepare the youth for creative adulthood. Evidently, the communities and
schools must closely work together with each other for meeting the mutual objectives and goals.
The schools may provide good support to staff, families and students if they are integral and core
part of community (Senge, et al., 1995). At the other side, the agencies may make the services
accessible for families and youth by associating with schools. Also they can better connect with
the client which are not easy to reach. Effective and appropriate teaming and collaboration are
like key factors for the development of community, learning and self-sufficiency of family.
Partnerships must be considered like an association between community and school resources.
The partnership should include using neighborhood or school equipment and facilities, sharing
resources, grant application and raising of collaborative fund, building and recreation the sense
of community, jobs, expansion of opportunities regarding internship, evaluation and

7
CONTEXTUAL LEADERSHIP ANALYSIS
implementation of services and programs, shared accountability for planning, public and
recognition relations, networking, information dissemination and sharing, training and mentoring
from professionals with special guidance and expertise and volunteer assistance. Partnership
between community and school may interconnect various strategies and resources for enhancing
the communities which can support and aid all the youngsters and the families. They may make
improvement in schools, causing a reduction of problems in young people which is noticeable
and strengthen neighborhood. Development of these kind of partnerships needs latest
multifaceted role, creative leadership, strategic planning and visioning for professionals who ate
working in communities and schools.
Local Educational Politics or Policy Imperatives Impacting School
Management and Supervision of ECE at Saudi Arabia in today’s time is handled by mix of three
distinct organizations: private sector, ministry of social affairs and ministry of education. An
important factor in preschool growth of Saudi has been increase of the mothers who are working
outside their home. As the culture of Saudi has enhanced its recognition of female and male
equality in various opportunities of employment, many women seek for working in either
support of financial condition of family or due to their personal interest in the personal
opportunity and development. The unequal achievements in school is highlighted in latest
articles of The Saudi Arabia Herald because it is considered as one of the most huge problems
which confronts the nation at present and does not show any sign of moving away. The
arguments regarding what needs to be done and the reason for it to have solutions are short on
causes. But it is the reasons which need to be understood and learned if the interventions have
any causable chance for success to reduce the inequality that is captured by expression of long
tail and trail of school underachievement (Wheatley, et al., 1994). Many researchers have given

8
CONTEXTUAL LEADERSHIP ANALYSIS
their contributions in the debate of parents, commentators, principals, teachers, academic, policy
makers and politicians but at the end, the single person counts if it comes to conducting any
activity regarding it if it is counted in actual: Education Minister. If there is distribution of
differences all across the children as per their family income, ethnicity, gender or social class, so
that few groups of these children may do well and other children’s group do not perform good,
then these differences become and constitute inequalities. When equality is held like
fundamental, then these inequalities take the dimensions of ethics to correct any wrong practice.
For achieving the equality require to treat unequal equally so that the individuals who are least
benefitted are advantaged enough for gaining the equality.
Issues Created by Contextual Factors for School and its Leadership
Various studies have made their investigations in issues which impede the effective leadership in
schools. Particularly, it helps to examine the perception of principles of these issues which
impede the effective leadership in schools. An international literature is there which focus over
the area that contributed to this study. Therefore, context based specificity is significant
underlying element of most of the studies. The significant findings and outcomes of the study
have identified various factors which inhibit efficient leadership in Pre-school. These involve
lack of support and training for the on-going learning of professionals, issues which pertain to
partnerships in school and community, cultural and social issues, systematic and policy issues,
low personnel support, less adequate and appropriate financial resources, poor infrastructure of
administration, poor school infrastructure and facilities, poor practice of quality of profession of
teachers, Unfavorable service conditions,

9
CONTEXTUAL LEADERSHIP ANALYSIS
Critical Relationship between Leadership theory and Practice in School
New leadership models and concepts assert the understanding and knowledge to promote shared
vision instead of setting goals and accomplishing the tasks. They are categorized as
transcendental, transactional and transformational visionary/charismatic. They share a common
characteristics of leadership for charismatic, inspirational and heroism style of leadership.
Theories give a platform of reinforcement and forcing of good practices similarly the theories of
leadership should be relevant to reinforce the good practice and actions in education. According
to Wayne and Holmes in 1989, there is no specific and empirical theory designed for school and
organization. The leaders must not indulge in duplicating their experiments and experiences in
implementation of theory of leadership as a theory which works in one segment may not be
executed successfully in other segment especially in Saudi Arabia. Initially, the staff of school
must be motivated by way of encouraging the performance by giving rewards in every month
and also explain others regarding their performance in last/previous month and what all could be
improved. Also, the dedication of the teacher should be improved by making them more
participative in making opinions or giving suggestions for creating a change which is positive for
both the development of the school as well as their personal development (Kuhnert, et al., 1987).
Lastly, instead of concentrating on the activities regarding their daily tasks, they should focus on
addressing the big picture relating to the future of the school and its development. Ribbins in
2001 had also given the warning that the researchers involved in the management of education
and the leadership who look out for theory of organization to guide in attempt for understanding
and managing the institutions or education may not find any single theory which is applicable
but multiple approaches (Yamani, et al., 1986). Theories for traditional leadership were on the
basis of concepts of educational institutes like organizations, where all the leaders were allowed

10
CONTEXTUAL LEADERSHIP ANALYSIS
to maintain the functional stability in schools. The emphasis of school leaders was to improve the
learning and teaching methods, schools and resource facilities. That approach however was not
able to yield expected results. In this consistently dynamic environment, there is a vigorous
search for the leaders who can be the facilitators, risk takers and partners. The schools nowadays
are viewed as a relationship built communities that are based on goals, shared values with clear
mission and vision and ability for communicating and building commitment for achieving the
goals (Saleh, et al., 2002).
Leadership and Management of Change
Managing the change in school is the most crucial task in school leadership. The leaders of the
schools must understand the process of change for leading and managing the improvement and
change efforts efficiently. Some leaders of school are taking advantage of pockets of the success
in their learners. The experience and evidence which underpin these examples are significant for
hearing about and learning from because eth success may be shared widely.
Future Innovation and Schools
Effective leaders in school support consciously the innovation as well as keep their concentration
over the forever dynamic landscape of education as it heads towards the future.
Active Leadership in Education
Many principals in primary schools take part in initiate which ask them for connecting the model
of educational leadership with change which they were applying in their school (Rugh, et al.,
2011).

11
CONTEXTUAL LEADERSHIP ANALYSIS
Organization Based Change
The learning organizations which are productive, adaptive and flexible will succeed in duration
of the speedy and rapid change. Invariably, this change on large scale requires an approach to the
leadership by the team (Senge, et al., 1995).
Strategy Based Leadership
Leadership based on strategy is on the basis of planning done for long term. It comprise of
maintaining and establishing systems and framework, communication o vision and allocation of
resources. The principles require for maintain the concentration clearly over the central and vital
vison in the school.
Present and Potential Response to Challenges Related to Leadership
Pre-Schooling system of Saudi Arabia has various characteristics which distinguish it and makes
it unique from any other system. The commitment and determination towards the principles
concerning the treaty makes obligatory a unique concertation to ensure excellent outcome of
education. Success in education is significant for enabling the students live a high standard life in
whole world which is fundamental for the equitable and justifies distribution ad access of
education system. Another feature of System of Saudi Arabia is the approach for schools which
are self-managing. This system which is highly decentralized provides various opportunities to
principles for working closely and in collaboration with trustee’s boards as chief executive and
professional leaders. It has helped to promote wider participation in community in making of
decision and has also allowed the schools for better responding to particular requirements and
expectations of their students and community. Decision making which is decentralized has
provided the principals as well as boards the capability for setting the direction and way and

12
CONTEXTUAL LEADERSHIP ANALYSIS
aligns and allocates the resources to targets and goals of school, who are expected for reflecting
the priorities of the nation (Brandt, et al., 2003). The principal has been held responsible to
implement the direction which is agreed upon by board. In all the schools of Saudi Arabia,
ultimately the principals are responsible and accountable for effectiveness and quality of
multiple, multifaceted and interconnected aspects of management and leadership related to
education. The devolution which is self-managing has developed various examples of
partnership and innovative curricula between families of the schools and the schools itself
because they together have worked for meeting the specific requirements of young people. The
curriculum of Saudi Arabia provides subsequent opportunities to schools for designing the
curriculum that is particular to own context as well as to make strong the association of families,
parents to support the learning of children. Though devolution has permitted the principles for
developing the systems while responding the student’s needs, it also has increased their workload
in administration. Many researches have evidenced that principles in Saudi Arabia almost spend
twice as much duration over administration as their international colleagues. Several demands of
administration and leadership can be formed as a tension source for principles while deciding the
prioritization of attention and time. Principals of Saudi Arabia positively respond to challenges
of devolved framework by working out the ways for serving the best welfares an interest of
students, teachers and schools. Principles show their supportive nature to system of self-
management as it permits them for making the decision as well as direct the resources of schools
for pursuing goals of education that are agreed with board. Through the vision of Saudi Arabia
for principal ship in the schools of Saudi Arabia as well as the application of a professional
strategy of leadership, the schooling system in Saudi Arabia seek for addressing the challenges

13
CONTEXTUAL LEADERSHIP ANALYSIS
which are faced by the schooling system in Saudi Arabia especially those which relates to
sustainability in leadership, succession, retention and supply.

14
CONTEXTUAL LEADERSHIP ANALYSIS
Conclusion
Saudi Pre-schooling system can get the advantages from the international exposure to the
development for career just like they identify the need to increase their professionalism as well
as work for strengthening their nation’s young children’s education. The ministry of education of
Saudi can be pleased easily with progress in ECE (Education, Credential Evaluators) as well as
give commitment to greater development for teachers of ECE and overall program. Profit and
gain for various parties by overviewing of Saudi Arabian ECE is important and resultant
commitment from parties may further increase the improvement of Saudi ECE (Al-Ghanim, et
al., 1986).
The communities, practices and cultures which are linked with successful educational institutions
are unique. However, the schools which make transformational and positive change share the
central tenets. Schools which are strong address the present challenges in emerging trend’s
context, and approach its leadership practice in a way which involves gathering the control
instead to be controlled and monitored and make a strong and shared culture and vision of
achievement prior to the trials for implementation of new initiatives. The schools approach the
educational dynamism in systematic framework which focuses to impact learning of students
instead of changing practice or components in isolation of huge context (Alamri, et al., 2004).
Ultimately, the efficient schools use their data in holistic way by looking at the growth of
students over time as well as analysis of data related to systematic innovations and instructional
initiatives. The significant difference in leaders of fast improving districts and schools involves
that these take the control and power of agenda of education. The emphasis over the
development of education and the curriculum should not be limited to only state but should be a
responsibility which is shared which include all of the stakeholders like civil institutions, private

15
CONTEXTUAL LEADERSHIP ANALYSIS
sector, society, families and the students which are affected by various outputs and outcomes of
system of education.
In most of the educational institutions, the leaders also feel like the victims which are controlled
by internal and external demands and forces. For taking full control, leaders who are successful
develop a culture which support and aid the change as well as create a wholesome agreed upon
mission and vision (Al Malik, et al., 2001). It focusses to provide every student along with
relevant and rigorous program for instruction as well as the support which they require for
succeeding. Various traditions, practices, policies, tenure contracts, certifications, regulations,
rules and laws anchor the schools in Saudi Arabia. Many of these elements have protectors of
themselves. The aggregated effect involves high pressure for maintain the status quotient and
deep and profound resistance and confrontation to change if it threatens and intimidates the
comfort zone of people. Today the social media enables the group which is concerned for
effectively and quickly mobilizing the resistance to all the factors which they oppose (Baki, et
al., 2003). The challenge to deal with disagreement and resistance to change was never difficult;
however, the key step is to take the control by leadership. Those who are concerned with Saudi
Arabia hope for the progress of their system as well as other cultures that are to be informed as
well as be aware of the future, present and historical development of preschool of Saudi Arabia.
The education in Saudi Arabia should continue if it wants to find the place in international
community. If future is found in success of children of nation, the sharing of this [progress along
with large ECE field gives encouragement and promise for all.

16
CONTEXTUAL LEADERSHIP ANALYSIS
REFERENCES
Abdel-Aal, A.A., Ahmen, A.N., And Alkadhia, KS (2012). Developing s system of kindergartens
in Saudi arabia in light of Contemporary global trends. Taif, Saudi Arabia: Taif university.
Al Ghanim, N. A., Adenubi, J. O., Wyne, A. A., & Khan, N. B. (1998). Caries prediction model
in pre-school children in Riyadh, Saudi Arabia. Int J Paediatr Dent, 8(2), 115-22.
Alamri, M. (2011). Higher education in Saudi Arabia. Journal of Higher Education Theory and
Practice, 11(4), 88.
Al‐Malik, M. I., Holt, R. D., & Bedi, R. (2001). The relationship between erosion, caries and
rampant caries and dietary habits in preschool children in Saudi Arabia. International Journal of
Paediatric Dentistry, 11(6), 430-439.
Baki, R. (2004). Gender-Segregated Education in Saudi Arabia: Its Impact on Social Norms and
the Saudi Labor Market. education policy analysis archives, 12(28), n28.
Brandt, R. (2003). Is this school a learning organization? 10 ways to tell. Journal of Staff
Development, 24(1).
Cuban, L. (1988). The managerial imperative and the practice of leadership in schools. Albany,
NY: State University of New York Press.
from an orderly universe, San Francisco, CA: Berrett-Koehler Publishers.
Garratt, B. (2003). Developing strategic thought. London, UK: McGraw-Hill.
Hamdan, A. (2005). Women and Education in Saudi Arabia: Challenges and
Achievements. International Education Journal, 6(1), 42-64.

17
CONTEXTUAL LEADERSHIP ANALYSIS
Kuhnert, K. W. & Lewis, P. (1987). Transactional and transformational leadership: A
constructive/developmental analysis. Academy of Management Review, 12(4), 548–657.
O’Toole, J. (1996). Leading Change: The Argument for Value-Based Leadership. New York,
NY: Ballantine Books.
Prokop, M. (2003). Saudi Arabia: The politics of education. International Affairs, 79(1), 77-89.
Rugh, W. A. (2002). Education in Saudi Arabia: choices and constraints. Middle East
Policy, 9(2), 40.
Saleh, M. A. (1986). Development of higher education in Saudi Arabia. Higher
Education, 15(1), 17-23.
Senge, Peter (1995) Article in 'Educational Leadership' April 1995 - On Schools as Learning
Organizations.
Wheatley, M. (1994). Leadership and the new science: Learning about organization
Yamani, M., & Royal Institute of International Affairs (GB). Middle East Programme.
(2000). Changed identities: The challenge of the new generation in Saudi Arabia. London: Royal
Institute of International Affairs.