The Climate of Secondary
Schools for Boys in Saudi
Arabia
A thesis submitted to the University of Manchester
for The Degree of Doctor of Philosophy
In the Faculty of Education
by
Ali Abdullah Al-AFNAN
1999
Research and Graduate School
Faculty of Education
List of Contents
Page
List of Contents -----------------------------------------------------------------------------------List of Tables --------------------------------------------------------------------------------------List of Figures -------------------------------------------------------------------------------------Abstract ---------------------------------------------------------------------------------------------Declaration -----------------------------------------------------------------------------------------Copyright -------------------------------------------------------------------------------------------Acknowledgement --------------------------------------------------------------------------------Dedication-------------------------------------------------------------------------------------------The Author ------------------------------------------------------------------------------------------
Chapter 1: Introduction
1.1
1.2
1.3
1.4
1.5
2.2
2.3
5
11
12
13
14
15
16
17
18
Problem of the Study --------------------------------------------------------------------Purposes of the Study ---------------------------------------------------------------------Research Questions -----------------------------------------------------------------------Definition of Terms, as used in the Study ------------------------------------------Organisation of the Study -----------------------------------------------------------------
Chapter 2: The Education System in Saudi Arabia
2.1
2
Schooling before the Establisment of Kingdom of Saudi Arabia ----------------Early stages of education in Saudi Arabia -------------------------------------------The objectives of the Saudi Education System --------------------------------------2
27
28
29
30
31
33
35
35
38
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
Administration of Education -----------------------------------------------------------The organisation of Pre-University Education in Saudi Arabia ------------------Objectives of the Secondary Stage --------------------------------------------------Current Issues in Secondary Education in Saudi Arabia -------------------------Future Perspectives for Secondary Education --------------------------------------Secondary School Curricula -----------------------------------------------------------Secondary School Examination System --------------------------------------------Teacher Education ---------------------------------------------------------------------Ministry of Education Agencies -------------------------------------------------------
3
38
44
50
53
54
56
57
58
59
Chapter 3: School Climate: Perspective from the Literature
67
3.1
Tools for Measuring School Climate ------------------------------------------------Improving School Climate -------------------------------------------------------------
3.2
Chapter 4: Research Methodology, Design and Procedures
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12
4.13
4.14
Theoretical Considerations in Research Design -----------------------------------Instrumentation ---------------------------------------------------------------------------Data Collection Instrument ------------------------------------------------------------Instrument Development ---------------------------------------------------------------Instrument Translation ------------------------------------------------------------------Piloting of the Instruments -------------------------------------------------------------Student Questionnaire ------------------------------------------------------------------Teacher Questionnaire ------------------------------------------------------------------Interview Schedule ----------------------------------------------------------------------Population and Samples ----------------------------------------------------------------Sampling Procedure --------------------------------------------------------------------Conduct of the field work for the study ---------------------------------------------Methods of Analysis --------------------------------------------------------------------Description of the Samples -------------------------------------------------------------
Chapter 5: Questionnaire Findings and Data Analysis
5.1
103
108
121
122
134
147
148
149
150
151
151
152
152
153
155
158
159
169
Teacher 171
perceptions on
Teacher perceptions on the school climate -----------------------------------------4
5.2
Student perceptions on the school climate -------------------------------------------
Chapter 6: Interview Findings and Data Analysis
6.1
6.2
The Sample: Demographic Data -----------------------------------------------------Presentation of the Findings ------------------------------------------------------------
Chapter 7: Interpretation of the Findings
7.1
7.2
7.3
7.4
7.5
Introduction -------------------------------------------------------------------------------Interpersonal Relationships ------------------------------------------------------------School Organisation and Decision-Making -----------------------------------------Buildings, Facilities and Equipment -------------------------------------------------Safety/Security ----------------------------------------------------------------------------
Chapter 8: Conclusions and Recommendations
8.1
8.2
8.3
8.4
8.5
Introduction -------------------------------------------------------------------------------Limitations of the Study ----------------------------------------------------------------Conclusions -------------------------------------------------------------------------------Recommendations -----------------------------------------------------------------------Suggestions for Further Related Research -------------------------------------------
200
220
221
224
285
286
288
293
300
306
315
316
318
320
325
328
APPENDICES
331
Appendix A
332
5
A1.
A2.
A3.
A4.
Teacher Questionnaire: (English Version) ------------------------------------------Student Questionnaire: (English Version) ------------------------------------------Teacher Questionnaire: (Arabic Version) ------------------------------------------Student Questionnaire: (Arabic Version) --------------------------------------------
Appendix B
B1.
B2.
Teacher-Supervisor and Headteacher Interview schedule: (English Version) .
Teacher-Supervisor and Headteacher Interview schedule: (Arabic Version) ..
D2.
346
352
356
363
Access Letters ----------------------------------------------------------------------------
Appendix D
D1.
337
342
351
Appendix C
C.
333
364
369
Teacher questionnaire item responses ------------------------------------------------Student questionnaire item responses--------------------------------------------------
BIBLIOGRAPHY
370
387
401
6
List of Tables
Page
Table 2.1
Distribution by Province of Elementary and Secondary Schools in
Saudi Arabia at the End of World War II.
36
Table 2.2
Schools, classes, teachers and students, 1970-1996.
39
Table 2.3
Universities, colleges, teachers, and students 1969-96.
42
Table 2.4
Saudi students studying outside Saudi Arabia 1995-96
43
Table 2.5
Technical Education schools, classes, students, and teachers,1991-1996
44
Table 2.6
kindergartens, Classes, Children, and Teachers, 1991/92 to 1995/96.
45
Table 2.7
Elementary Schools, Classes, Students, and Teachers, 1992-1996.
46
Table 2.8
Intermediate Schools, Classes, Students, and Teachers 1992-1996.
46
Table 2.9
The Current Educational Plan of the Secondary Stage of General
Education for Boys in Saudi Arabia
50
Table 2.10
Secondary Schools, Classes, Students, and Teachers, 1991-96.
52
Table 2.11
The proposed Educational Plan for Secondary stage of General
Education for Boys in Saudi Arabia
56
Table 2.12
Male education sponsored by the Ministry of Education in Saudi
Arabia, Census 1998.
59
Table 2.13
Schools, Colleges, Students and Teachers, 1983/84-1993/94
59
Table 2.14
Teacher distribution by sex and nationality in the Kingdom of Saudi
Arabia, 1983/1984 –1994/1995.
59
Table 2-15
Quantitative Growth of Teachers’ Training 1990/91-1994/95
60
Table 2.16
The General State Budget and Education Budgets, 1970/71-1995-96
(in SR million).
63
Table 2-17
Average Student Costs (in SR) The Ministry Of Education and The
General Presidency for Girls’ Education, 1992/93 - 1993/94.
64
7
Page
Table 2.18
Percentage of Illiteracy, 1993 to 1996
65
Table 2.19
Quantitative development in literacy centres, 1990 to 1995
65
Table 2.20
Students at Teachers’ Colleges in 1997
66
Table 4.1
Sample of Teachers distributed according to the Zone
155
Table 4.2
Sample of Students distributed according to the Zone
155
Table 4.3
Teacher sample: age distribution
159
Table 4.4
Teacher sample: nationality
159
Table 4.5
Teacher sample: level of education
160
Table 4.6
Teacher Sample: main subjects Taught
160
Table 4.7
Teacher Sample: length of teaching experience
161
Table 4.8
Teacher Sample: length of teaching experience in present school
161
Table 4.9
Student Sample: age Distribution
162
Table 4.10
Student Sample: nationality
163
Table 4. 11
Student Sample: parental educational levels
163
Table 4.12
Student Sample: parental occupation
164
Table 4. 13
Student Sample: maternal occupation
165
Table 4.14
Student Sample: home ownership
165
Table 4.15
Student Sample: type of residence
166
Table 4.16
Student Sample: current grade level
166
Table 4. 17
Student Sample: area of specialisation.
166
Table 5.1
The teaching load in this school is very heavy.
171
Table 5.2
Teachers have to work long hours to complete their work.
171
Table 5.3
There is a heavy load of extra curricular activities.
172
Table 5.4
There is no time for teachers to relax.
172
8
Page
Table 5.5
Frequently I feel exhausted in my job.
172
Table 5.6
My teaching load is heavier than most other teachers.
173
Table 5.7
Most students are helpful and co-operative with teachers in this school.
173
Table 5.8
There are not many noisy, badly-behaved students.
174
Table 5.9
Most students are well mannered and respectful to the school staff.
174
Table 5.10
Very strict discipline is not needed to control most students.
175
Table 5.11
Students do not really care about school.
175
Table 5.12
I want to continue working with the knd of students I teach now.
175
Table 5.13
This school has all the space that teachers need.
176
Table 5.14
Health and Safety facilities are good in this school.
176
Table 5.15
The school has enough Laboratories.
176
Table 5.16
Audio-visual equipment is readily available in this school.
177
Table 5.17
Suitable audio-visual materials are available for my teaching purposes.
177
Table 5.18
Reprographic facilities are adequate for teaching purposes.
178
Table 5.19
Classroom facilities allow a wide range of teaching-learning activities.
178
Table 5.20
In-service training is available to enable me to keep up to date with
development in my subject and its teaching.
178
Table 5.21
There is conflict among students in this school.
179
Table 5.22
Students threaten teachers.
179
Table 5.23
Students damage teachers’ property.
180
Table 5.24
Students damage/destroy school property.
180
Table 5.25
Some students are believed to carry knives or other weapons.
181
Table 5.26
I fear to confront students because of fear for my own safety.
181
Table 5.27
Some pilfering and petty theft goes on in this school.
182
9
Page
Table 5.28
Empty classrooms are subject to vandalism.
182
Table 5.29
Vandalism occurs in the school car park.
182
Table 5.30
Students from other schools cause problems with students in this
school.
183
Table 5.31
My school has serious problems which are difficult to solve.
183
Table 5.32
Teachers in this school get on well together.
183
Table 5.33
Teachers in this school keep to themselves.
184
Table 5.34
Teachers feel appreciated by the head and the school administration.
184
Table 5.35
Teachers feel appreciated by the students.
185
Table 5.36
Teachers in this school are enthusiastic.
185
Table 5.37
Teachers in this school are frustrated.
186
Table 5.38
Teachers in this school are encouraged to try out new ideas in their
teaching.
186
Table 5.39
Many teachers talk about leaving the school system.
186
Table 5.40
Administrators and teachers co-operate to make the school run
effectively.
187
Table 5.41
There is some administrator/teacher tension in this school.
188
Table 5.42
Teachers work with administrators to develop effective plans for the
school.
188
Table 5.43
It is hard to change establishment procedures in this school.
188
Table 5.44
Teacher appraisal is used to help in improving teachers performance.
189
Table 5.45
I feel my ideas are listened to and used in this school.
189
Table 5.46
The headteachers defend the interests of this school well before the
local directorate of education.
189
Table 5.47
Teachers feel free to communicate with the Head.
190
Table 5.48
The head is open to staff inputs.
190
10
Page
Table 5.49
The head is friendly with a small group of teachers.
191
Table 5.50
The head is straight forward in his treatment of teaching staff.
191
Table 5.51
Students are treated like the childern in this school.
200
Table 5.52
Teachers treat their students with respect.
200
Table 5.53
Teachers have high levels of trust in students at this school.
201
Table 5.54
Students are asked to help in solving some school problems.
201
Table 5.55
The staff in the school support the students.
201
Table 5.56
Teachers do things that make students feel “let down”.
202
Table 5.57
The activity programme in this school suits the interests of students.
202
Table 5.58
Teachers make plans to solve learning problems.
202
Table 5.59
Students know about how this school is run.
203
Table 5.60
It is hard to change the way things are done in this school.
203
Table 5.61
This school tries out new ideas to solve its problems.
203
Table 5.62
Teachers in this school use a variety of teaching methods.
204
Table 5.63
Critical thinking and independent action are valued in this school.
204
Table 5.64
The school has the space students need to work and learn.
205
Table 5.65
This school has everything to cater for the needs of the students.
205
Table 5.66
The school library has the resources and books which students need.
205
Table 5.67
Audio-visual aids are available in this school.
206
Table 5.68
Laboratories are available in this school.
206
Table 5.69
Health and Safety facilities are good in this school.
206
Table 5.70
The Head teacher is very strict with the students.
207
Table 5.71
Teachers inform the students about what they expect from them.
207
Table 5.72
The head teacher informs the students about what he expects from them.
207
11
Page
Table 5.73
Everyone knows what the school rules are.
208
Table 5.74
The school rules are fair.
208
Table 5.75
The punishment for breaking school rules is the same no matter who
you are.
208
Table 5.76
The head teacher is fair with students.
209
Table 5.77
The school system of evaluation of students is thorough and fair.
209
Table 5.78
There is no vandalism in this school.
209
Table 5.79
Pilfering and petty theft go on in this school.
210
Table 5.80
The school is not a safe place.
210
Table 5.81
There are many conflicts and arguments among students.
210
Table 5.82
I am afraid that someone may hit me in school.
211
Table 5.83
I have to fight to protect myself at school.
211
Table 5.84
Teachers are never threatened by students in this school.
211
Table 5.85
Teachers are never hit or attacked by students in this school.
212
Table 5.86
I have been suspended from school.
212
Table 5.87
Some students damage teachers’ property.
213
Table 5.88
Some students damage school property.
213
Table 5.89
Students can get an unfair classroom rule changed.
213
Table 5.90
Students’ representatives speak for the students and are respected by
the head teacher.
214
Table 5.91
Teachers sometimes change their lesson plans because of students’
suggestions.
214
Table 5.92
In this school, students’ opinions and suggestions are taken into account.
215
Table 6.1
Background data on the headteacher sample
222
Table 6.2
Teacher supervisor interview sample, by specialism
223
12
Page
Table 6.3
Background data on the supervisor sample
223
List of Figures
Figure 7.1
Mean response values on interpersonal relationship items (student
questionnaire)
289
Figure 7.2
Mean response values on interpersonal relationships (teacher
questionnaire)
290
Figure 7.3
Mean response values on school organisation and decision-making
(student questionnaire)
293
Figure 7.4
Mean response values on school organisation and decision-making
(teacher questionnaire)
296
Figure 7.5
Mean response values on buildings, facilities, and equipment (student
questionnaire)
300
Figure 7.6
Mean response values on buildings, facilities, and equipment (teacher
questionnaire)
302
Figure 7.7
Mean response values on safety/security (student questionnaire)
307
Figure 7.8
Mean response values on safety/security (teacher questionnaire)
309
13
ABSTRACT
This study sought to explore the current school climate in secondary schools for boys in
Saudi Arabia. Its main focus was on factors relating to school climate, such as: interrelationships,
school organisation and decision-making, school buildings and facilities, and school security.
Questionnaire data were collect from a sample of teachers (n=400) and students (n= 1,860).
Supporting data were collected from interviews with 20 headteachers and 35 teacher-supervisors.
Teachers, students, headteachers and teacher-supervisors were found to be largely satisfied
with the interrelationships in schools, although most agreed that these were rather formal,
particularly those between students and teachers. Both headteachers and teacher-supervisors
considered that the teacher-student relationship began and ended with the delivery of the syllabus.
Teacher-student relationships were conditioned by an information transmission process, which
gave students little or no opportunity to contribute. School operations were largely governed by
regulations, handed down from the top, and which were seen as inviolable. A formal school
administration style was dominant in secondary schools. Many factors associated with this style
loomed large in the interviews with headteachers and teacher-supervisors. Such a traditional
approach to administration, it is argued, hindered the creation of an effective school climate.
Heavy teaching loads adversely affected teacher effectiveness and morale. The majority of
teachers expressed dissatisfaction with their workload. In-service training was considered limited.
However, neither teachers, headteachers, nor teacher-supervisors complained about their salaries.
It was found that the physical conditions under which teachers taught limited their teaching
strategies. Quite apart from class-sizes, facilities, such as reprographics and audio-visual aids, were
either not available or insufficient. Headteachers and teacher-supervisors broadly agreed that newly
built schools were well equipped, although this was not the case in the older ones. Standards of
maintenance of buildings and equipment (especially air-conditioning) and cleaning were poor.
Students complained about the quality of the school cafés, as well as toilets. There were few
concerns about security and safety in school, although there was some carelessness on the part of
students, and school property sometimes subject to vandalism.
Chapters One to Three establish the context. Chapter One introduces the study. Chapter
Two considers the Saudi Education System and secondary schools in particular. Chapter Three
reviews literature on school climate. Chapter Four considers the research design, including
theoretical and practical factors influencing the construction of the fieldwork. It also reports on
instrumentation and sampling, and the conduct of the fieldwork and data analysis. Chapter Five
presents the student and teacher questionnaire findings, Chapter Six the interview findings. Chapter
Seven offers an interpretation of the findings, relating these to the research questions. A series of
recommendations, addressed to the Saudi Ministry of Education among other parties, are presented
in Chapter Eight, together with ideas for further related research.
14
Declaration
No portion of the work referred to in the thesis has been submitted in support of an
application for another degree or qualification of this or any other university or other
institute of learning.
Ali Abdullah Al-Afnan
15
Copyright
1. Copyright in text of this thesis rests with the author. Copies (by any process) either in
full, or of extracts, may be made only in accordance with instructions given by the
Author and lodged in the John Rylands University Library of Manchester. Details may
be obtained from the Librarian. This page must form part of any such copies made.
Further copies (by any process) of copies made in accordance with such instructions
may not be made without the permission (in writing) of the Author.
2. The ownership of any intellectual property rights which may be described in this thesis
is vested in the University of Manchester, subject to any prior agreement to the contrary,
and may not be made available for use by third parties without the written permission of
the University, which will prescribe the terms and conditions of any such agreement.
Further information on the conditions under which disclosures and exploitation may take
place is available from the Head of the Department of Education.
16
Acknowledgement
No work can be completed without Allah's help and support. So, thanks are to Allah for
helping me to finish this work.
I wish to express my grateful appreciation to my supervisor Professor G.K. Verma, Sarah
Fielden Professor of Education, for supervising my research and advising me throughout
the course of my study.
My acknowledgement and deep appreciation are also due to Dr. Tony Neasham, for giving
me his valuable time and patiently going through my research.
I would like to thank the Saudi Cultural Bureau in London and its Head, Mr. Abduullah AlNasser, for his help and support during this work.,
I should thank the Ministry of Education, my sponsor, for their financial support. Thanks
are also due to the Teachers' College in Riyadh, to my colleagues, especially Dr. Saad
Dayel, Dr. Nasser Al-Faleh, Dr. Mohammed Al-Humaisan, Dr. Ibrahim Al-Tokhais and Dr.
Omar Al-Afaleg for their advice, encouragement, and help.
I would like to thank Dr. Gary Gottfredson at Johns Hopkins University for his advice and
guidance in designing the instruments for this study.
My thanks should also go to all the students, teachers, headteachers and teacher-supervisors
who took part in this study, and all those who helped me to carry out this work.
I should also thank my wife and my children for their patience and support.
Finally, I owe a great debt to my family: my father, brothers and sisters for helping me and
supporting me while I have been away from them.
17
18
The Author
Ali Abdullah Al-Afnan graduated with a B.A. degree in Psychology from the Faculty of
Education, King Saud University in December 1989. After that, he taught Philosophy and
Education Psychology at the Teachers' College in Riyadh. In September 1991, he registered
as a Masters student in Department of Education in King Saud University. In June 1994, he
was awarded the degree of Master in Educational Psychology. Later in the same year, he
was appointed as a lecturer in the Department of Education Psychology at the Teachers'
College in Riyadh, where he continued teaching Education Psychology. During that time,
he taught a number of courses for undergraduates students and participated in teachers and
headteacher training programmes in all education sectors. In January 1996, he was granted a
scholarship to do his Ph.D. research in the field of education and came to the Faculty of
Education, University of Manchester to do this.
19