The Degree of Empowerment of School Leaders in The Integration Programs for Students with Hearing Impairment in The Light of Change Management in The City of Riyadh
The current study aimed to identify the degree to which school leaders in the integration of hearing impairment programs can manage change from the viewpoint of special education teachers. The study sample consisted of 170 teachers of primary hearing impairment integration programs in the city of Riyadh in the modern Kingdom of Saudi Arabia. The researchers developed a questionnaire to measure the degree to which school leaders in programs for integrating the hearing impairment can manage change from the viewpoint of special education teachers. The study found that the degree of empowerment of school leaders in the programs integrating hard-of-hearing students in the planning field was "average." The results of the study also indicated that the degree of empowerment of school leaders in the programs for integrating students with hearing impairment in the field of assessment was "medium," while the degree of empowerment of school leaders in programs for integrating students with hearing impairment in the process of developing a future vision for the school was "high." Furthermore, the study found that the degree of obstacles to implementing change management among school leaders in the integration programs for students with hearing impairment was "high."
2. Al-Khashrami, S.(2004). Inclusion of students with special needs in regular schools. Survey Study of Integration Programs in the Kingdom of Saudi Arabia, Journal of King Saud University for Educational Sciences and Islamic Studies. Issue (2/16), pp. 367-323.
3. Al-Otaibi, . (2015). Managing Change in the Education Departments for Boys and Girls in the Eastern Province: Reality and the Most Significant Obstacles. Saudi Arabia.
4. Arafa, S.(2011) Modern trends in change management. Cairo: Dar Al-Raya for Publishing and Distribution.
5. Hajar& Alaoulma. (2017). The role of change management in implementing the quality of education in primary schools in the state of Ain Defla. Algeria: University of Djilali Bounaama Publishing.
6. Harahsheh, M.(2006), the relationship between the leadership styles practiced by school principals and the level of commitment of teachers in the schools of the Directorate of Education in Al Tafliya Governorate, Journal of Psychological Educational Sciences, C (7), No. (1), College of Education, University of Bahrain, Kingdom of Bahrain, pp. 12-46.
7. Heckert, J. M. (2009). A multiple case study on elementary principals' instructional leadership for students with learning disabilities. The University of Texas at Austin.
8. Helles, A.(2006). The researcher's guide to organizing and clarifying scientific research in the behavioral sciences. Gaza: Afaq Library.
9. Issa, Abdo, and Al-Shahrani (2017). Evaluation of the use of assistive technologies to enable the inclusion of deaf and hard of hearing from the point of view of specialists and teachers in the Kingdom of Saudi Arabia. Journal of Special Education and Rehabilitation: Foundation for Special Education and Rehabilitation Volume 6, p. 21: pp. 1 - 52
10. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610.
11. Lashley, C., & Boscardin, M. L. (2003). Special Education Administration at a Crossroads: Availability, Licensure, and Preparation of Special Education Administrators.
12. Saadi, I. (2015). Evaluation of the reality of special education classes attached to general education schools in Jeddah from the point of view of teachers. Journal of Scientific Research in Education: Ain Shams University - Girls' College of Arts, Sciences and Education, p. 16, vol. 3, pp. 601 - 630
13. Shaqqoura, M. (2012). The degree of secondary school principals' practice of change management methods and their relationship to creativity from the teachers' point of view, an unpublished master's thesis, Al-Azhar University, Gaza.
14. Yahya, K. (2006). Educational programs for individuals with special needs. Amman: Dar Al Masirah for Publishing and Distribution.
الحقوق الفكرية (c) 2022 Saud G. Albeshir , Faisal F. Sloom
هذا العمل مرخص حسب الرخصة Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.