International Journal of Educational and Psychological Studies

Volume 12 - Issue 2 (5) | PP: 285 - 305 Language : العربية
DOI : https://doi.org/10.31559/EPS2023.12.2.5
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Developing the Performance of Public Education Schools in the Light of Recent Trends of the Knowledge Economy “a Suggested Scenario”

Zahra Abdullah Muhammad Al-Shayeb
Received Date Revised Date Accepted Date Publication Date
20/9/2022 6/10/2022 28/12/2022 29/4/2023
Abstract
The study aimed to determine the level of performance development of state schools in light of recent trends of knowledge economy, show the effect of experience and training courses on developing the performance, and to propose a scenario for developing the performance of state schools according to recent trends of knowledge economy. A descriptive analytical approach was utilized in this study. Study population consisted of (96) principals of secondary schools from Asir region. All members of the population were considered in the study due to its size. A questionnaire was distributed to the study population, and the researcher obtained (81) responses. The results of the study found that the development of the performance of state schools in the field of research and development scored an average of (3.7929), and it scored an average of (3.7765) in the field of education and training while in the field of information technology the results scored an average of (3.6337). The study concluded that there are no statistically significant differences between the opinions of the study members referred to experience and training courses. Finally, the researcher developed a proposed scenario for developing the performance of state schools in the light of recent trends of the knowledge economy among secondary school principals.


How To Cite This Article
Al-Shayeb , Z. A. M. (2023). Developing the Performance of Public Education Schools in the Light of Recent Trends of the Knowledge Economy “a Suggested Scenario”. International Journal of Educational and Psychological Studies, 12 (2), 285-305, https://doi.org/10.31559/EPS2023.12.2.5

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