متطلبات تطوير القيادات التعليمية في ضوء رؤية المملكة 2030
The study aimed to find out the administrative, professional, and material requirements for the development of educational leaders in light of the Saudi vision 2030. The study also explored the statistical differences about the degrees of responses estimation of the study sample that are attributed to the following variables: gender, nature of current work, educational qualification, years of experience in educational leadership, and education administration. The study used the descriptive survey method. The study population consisted of 216 educational leaders from all education departments in Makkah Al-Mukarramah region according to the statistics of education departments in Makkah Al-Mukarramah region for the academic year 1443 AH. The study applied the comprehensive inventory method, as the questionnaire was applied to all members of the community, and the basic community ratio reached 64.35 % of the total community, with 139 educational leaders who were directors of education departments, their male and female assistants, directors of education offices, their male and female assistants in the two sections (i.e. boys and girls sections) of Makkah region (Makkah Education Department, Jeddah Education Department, Taif Education Department, Al-Qunfudhah Education Department, and Al-Laith Education Department). The study used a questionnaire-based survey to collect data. The results of the study showed that the requirements for developing educational leaders in the light of Saudi vision 2030 came to a (high) degree in all its axes. While the administrative requirements appeared in the first rank with a (very high) degree, the professional requirements came in the second rank scoring a (high) degree. After that, the physical requirements came in the third rank with a (high) degree. The study found no statistically significant differences at the level of significance (α ≤ 0.05) between the average responses of the study sample about the requirements for developing educational leaders in the light of the Saudi vision 2030 due to the following variables: gender, educational qualification, nature of current work, number of years of experience in administrative work, and education management. In light of the results of the study, the researcher put a number of recommendations, the most important of which were: 1) Preparing a strategic plan for the development of educational leaders in line with the strategic plan of the Saudi Vision 2030. 2) Preparing and enabling second row leaders (i.e., future leaders) according to well- studied scientific plans. 3) Establishing a database for educational leaders to identify their training needs and educational consultations in an effort to enhance and accelerate their development. (Author’s abstract)