Abstract
This study adheres to the education production research tradition, and estimates an exogenously interactive model where a measurable education outcome, namely student GPA, is specified in terms of classic resource inputs in a Saudi higher education setting. The objective of the study is to empirically identify the fundamental inputs to the education production process that are critical for Saudi higher education. This is imperative for education policy makers and standard setters in KSA. Toward this end, the contribution of this study to the extant literature is twofold: 1) estimating a parsimonious specification of the education production capital embodiment model within a Saudi higher education setting, and 2) empirically identifying critical inputs to the higher education process in Saudi Arabia at conventional significance levels. Once identified, those critical inputs may be policy managed with the goal of obtaining equal respective ratios of marginal products to input prices. The study is therefore instructed by the 2030 vision of Saudi Arabia and how it can be reflected upon in higher education. This can be materialized via evidence-based policy recommendations that reflect the fundamental economic principle of efficient allocation of resources.
Highlights
The aforementioned respondents were considered to be the critical units of analysis for the study because of the assumption that they could provide their perceptions on the leadership styles used by head teachers in schools as they experienced it since they were active teachers in those schools
The discussion above informed the conclusion that transformational leadership is imperative for retention of teachers
This is especially so if the head teacher assists teachers based on effort, recognises their achievements, behaves consistent with values, focuses on the strengths of teachers, promotes their development, encourages them to rethink ideas and provides them encouragement
Summary
Teachers are important as far as students learning and the development of hu-. Teachers are the principal human resource in any education system. As a human resource input, as the role of workers in production is similar to the role of machinery and other forces of production, teachers are required for the process of producing student learning outcomes (Ginsburg, 2017). It is imperative for schools to retain high-quality teachers. In the United States, primary teaching experiences high and increasing rates of annual departures of teachers from schools and teaching altogether. Annual teacher turnover is estimated to be close to 16% at the national level and reaches 24% for hard-to-staff schools (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). 22% of those who joined in 2015 had left by November 2016 (Foster, 2018)
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