1Educational Administration Department, College of Education, Suez University, Egypt
American Journal of Educational Research.
2021,
Vol. 9 No. 1, 52-60
DOI: 10.12691/education-9-1-6
Copyright © 2021 Science and Education PublishingCite this paper: Asmaa Mohamed El Sayed Makhlouf. Saudi Schools’ Openness to Change in Light of the 2030 Vision.
American Journal of Educational Research. 2021; 9(1):52-60. doi: 10.12691/education-9-1-6.
Correspondence to: Asmaa Mohamed El Sayed Makhlouf, Educational Administration Department, College of Education, Suez University, Egypt. Email:
asmaa_makhlouf@yahoo.comAbstract
This study aimed to identify Saudi Arabian schools’ openness to change in light of Saudi Vision 2030. The study analyses significant differences in the perception of Saudi schools’ 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 teachers’ 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.
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