Factors influencing Jordanian and Saudi Arabian teacher decisions to pursue the principalship: A comparative study

Aieman Ahmad Al-Omari*, Muhammad M. Wuzynani

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)


The present study was carried out to gain a better understanding of how teachers in Jordan and Saudi Arabia view the principalship and identify factors that influence teachers' candidacy to pursue a position as principal. Study participants comprised 800 teachers who worked in public schools in Jordan and Saudi Arabia. Participants rated 2 out of 10 factors that were identified as being motivators for pursuing the principalship as 'high level': 'personal and professional challenges', and 'desire to be a leader'. Four of 10 factors that were identified as being deterrents for teachers to avoid a position as principal were rated with 'high level': 'highly stressful', 'large time commitment', 'accountable for achievement' and 'amount of paperwork'. There were no significant differences among participants according to their country of origin. The researchers recommend that future research should be conducted on different variables.

Original languageEnglish
Pages (from-to)473-485
Number of pages13
JournalSchool Leadership and Management
Issue number5
Publication statusPublished - Jul 22 2013
Externally publishedYes


  • Leadership
  • Management
  • Principalship
  • School effectiveness

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)
  • Strategy and Management

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