@article{education2021916,
author={Makhlouf, Asmaa Mohamed El Sayed},
title={Saudi SchoolsĄŻ Openness to Change in Light of the 2030 Vision},
journal={American Journal of Educational Research},
volume={9},
number={1},
pages={52--60},
year={2021},
url={http://pubs.sciepub.com/education/9/1/6},
issn={2327-6150},
abstract={This study aimed to identify Saudi Arabian schoolsĄŻ openness to change in light of Saudi Vision 2030. The study analyses significant differences in the perception of Saudi schoolsĄŻ openness to change among Saudi teachers, based on their gender, educational stage, the type of school they taught at, and their experience. We used the Faculty Change Orientation Scale (FCOS) to analyse data from 383 teachers in 29 schools in Saudi Arabia. Results indicated that the practice levels of faculty and principal openness to change are high. This means that Saudi teachers predominantly agree that their schools are open to change. The results further revealed that the gender and school type variables had no significant impact on Saudi teachersĄŻ perceptions. However, the experience and educational stage variables showed significant differences. These findings contribute to our understanding of the effects of the Saudi Vision 2030 within the educational system.},
doi={10.12691/education-9-1-6}
publisher={Science and Education Publishing}
}