Educational Decentralization Efforts in a Centralized Country: Saudi Tatweer Principal Perceptions of New Authorities Granted

Abstract

This study captured the perspectives of school principals in Saudi Arabia regarding the new authorizes granted to them as part of their country’s education decentralization efforts.  Specifically, this study explored these principals’ perceived ability to implement the new authorities, levels of support, effectiveness, and additional desired authorities. This study provided an opportunity to analyze the early efforts of a country with a very centralized educational system to implement more significant decentralization efforts.

A total of 173 Tatweer school principals completed an online survey, and findings suggest these Saudi principals perceived limited ability, low to moderate support in implementing the new authorities, and only slight agreement that the authorities were likely to achieve desired outcomes. Multiple regression analysis revealed that beliefs on the effectiveness of the authorities at achieving MOE outcomes were predicted by perceived ability to implement administrative authorities, perceived support to implement technical authorities, and years of experience.