Women’s role in nation building: socialising Saudi female preservice teachers into leadership roles

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-10-20 DOI:10.1080/13632434.2022.2137125

S. McGregor, Amani K. Hamdan Alghamdi

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引用次数: 0

Abstract

ABSTRACT This paper is about socialising Saudi female preservice teachers (PSTs) while they are attending university into the role of educational leadership. This leadership role should be broadened to include nation building per the tenets of Saudi Arabia’s national development plan, Vision 2030. After discussing nation building and profiling the Saudi educational context (including educational reform initiatives), and after explaining Islamic understandings of educational leadership (values and traditions), an overview of the intentionally planned professional socialisation process is presented. The paper culminates in ideas around what an aligned curriculum might contain so Saudi female PSTs are exposed to educational leadership for nation building while at university. With intentional socialisation into this role, upon graduation, they should be more inclined to assume a role in nation building by (a) influencing the educational sector, players, and policies to benefit the nation and (b) convincing other sectors of the value of women and the education sector in ensuring an ambitious nation. Insights apply to other nations engaged in nation building including Arab nations.

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妇女在国家建设中的作用:将沙特女性职前教师社会化为领导角色

本文是关于社会化沙特女性职前教师(PSTs)，而他们正在上大学进入教育领导的角色。应扩大这一领导作用，根据沙特阿拉伯国家发展计划“2030年愿景”的原则，包括国家建设。在讨论国家建设和概述沙特教育背景(包括教育改革举措)之后，在解释了伊斯兰对教育领导(价值观和传统)的理解之后，介绍了有意计划的专业社会化过程的概述。这篇论文的高潮是关于一个统一的课程可能包含什么，这样沙特女性pst在大学期间就能接触到国家建设的教育领导。随着有意融入这一角色，毕业后，她们应该更倾向于在国家建设中发挥作用(a)影响教育部门、参与者和政策，以造福国家;(b)说服其他部门相信妇女和教育部门的价值，以确保一个雄心勃勃的国家。这一见解适用于包括阿拉伯国家在内的其他国家的国家建设。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.