شبكة المعلومات العربية التربوية

The study aimed to identify the reality of applying the dimensions of entrepreneurial leadership by private female secondary school leaders in east Riyadh city through the following dimensions (risk, creativity, initiative, taking opportunities, strategic vision), from leaders and teachers' perspective. The study also aimed to identify the statistical differences of the reality of applying the dimensions of entrepreneurial leadership by private female secondary school leaders in east Riyadh city in the light of the study variables: position, level of education of leaders and teachers, years of working, training programs in the field of leadership and management. As the study aimed to identify the obstacles in applying the dimensions of entrepreneurial leadership. To achieve the objectives of the study, the descriptive survey method was adopted. The questionnaire was used as a study tool to collect data. In addition, the questionnaire was sent to all study members that was composed of (28) leaders and (812) female secondary school teachers in east Riyadh city, but number of (319) questionnaires, (24) leaders and (295) were received. The major findings of the study were: The level of the reality of applying the dimensions of entrepreneurial leadership by private female secondary school leaders in east Riyadh city was average, then the dimension of risk ranked first, followed by the dimension of creativity. While the dimension of prospective initiative ranked third, then the dimension of taking opportunities. But the dimension of strategic vision was the least applied by private female secondary school leaders in east Riyadh city. There were statistically significant differences in the average responses of the study members in the light of position variable in favor of female leaders. In addition, there were differences in the light of education level variable in favor of those who have (bachelor’s degree level). There were also differences in the light of years of working variable in the current job in favor of who have experience less than 5 years. There were differences in the light of number of training courses in the field of leadership in favor of those who attend 1-2 programs. The results also found that the most important obstacles of applying the dimensions of entrepreneurial leadership from leaders and teachers' perspective were lack of budget of activities, difficulty and complexity of the formal procedures followed by the Ministry for school development, the Fears of the school leader of adopting any new ideas in favor of school. the school leader refuses the participation of school staff in leadership tasks, and school leaders refuse to give an opportunity to teachers to choose appropriate educational activities. (Published abstract)