Professional Development for Public School Principals in the Light of Knowledge Society Requirements in Najran

Abstract

The present study aims to identify the degree of professional development for public school principals in Najran in the light of knowledge society requirements. To achieve its objectives, the study utilized the descriptive analytical approach and designed and applied a 42-item questionnaire to a randomly selected sample of (151) teachers; (72) males and (79) females. The results revealed that the total degree of professional development for public school principals in Najran was high with an arithmetic mean of (3.56). While the management of human and financial resources was ranked first, activating the human relations was ranked second, and school planning was ranked third. They were rated high. The professional development for teachers and curriculum development and implementation were ranked fourth and fifth, respectively. They were rated moderate. Furthermore, there were no statistically significant differences in the degree of professional development for public school principals in Najran due to (gender, academic qualification, and teaching experience). The study recommended developing the objectives of professional development for school principals in Najran in the light of knowledge society requirements.