Arab women as instructional leaders of schools: Saudi and Qatari female principals’ preparation for and definition of instructional leadership

Abstract

ABSTRACT This qualitative study examined how female principals from two nations that recently opened up new avenues for women in educational leadership defined instructional leadership and what they did to prepare to become school principals. Using an open-ended survey and snowball sampling, female school leaders from Saudi Arabia and Qatar who led a diverse array of schools in size and grade configuration were asked questions regarding their professional and educational background and a variety of questions regarding what they did as principals that they considered representative of instructional leadership. This study adds to the small body of research regarding Arab female principals as instructional leaders as well as illustrates the knowledge and experience which led these women to their positions as educational leaders. Female principals from both countries viewed teacher supervision as their primary task as instructional leaders which included classroom observations and providing feedback to teachers. Saudi principals also described providing professional development for their teachers as part of their instructional leadership. Experience as teachers was identified as the primary preparation to become an instructional leader followed by degree completion and pursuit of additional training.