A proposed scenario to enhance the role of the teacher in improving the quality of school life in public education in light of the Kingdom’s Vision 2030 from the point of view of teachers in the Hail region
DOI:
https://doi.org/10.33193/IJoHSS.73.2026.963Keywords:
Quality of school life; Teacher’s role; Saudi Vision 2030Abstract
This study aimed to explore ways to enhance the teacher's role in improving the quality of school life within the general education sector, in light of the Kingdom of Saudi Arabia's Vision 2030, from the perspective of teachers in the Hail Region. A quantitative descriptive survey design was employed. A 30-item questionnaire—distributed across four dimensions—was administered to a sample of 376 male and female teachers. Data analysis involved calculating means, standard deviations, and relative weights, alongside one-way ANOVA and independent-samples t-tests. The results indicated a moderate level of teacher awareness regarding the concept of school life quality (mean: 3.32; relative weight: 66.43%), and a similarly moderate level of practice regarding its improvement (mean: 3.29; relative weight: 65.78%). The level of challenges faced by teachers was found to be moderate, with a mean of 3.28 and a relative weight of 65.66%; limited school resources, high student density, and a lack of professional support were the most prominent challenges. Conversely, the level of teacher agreement with the proposed mechanisms was high, with a mean of 3.70 and a relative weight of 74.05%; key proposals included empowering teachers to participate in decision-making, providing continuous training, and reducing administrative burdens. No statistically significant differences were found regarding academic qualifications or years of experience; however, a gender-based difference emerged solely in the "awareness" dimension—favoring male teachers—though the effect size was small. The results underscore the necessity of combining teacher capacity building with the provision of supportive organizational and professional conditions to enable teachers to effectively contribute to improving the quality of school life.
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