Degree of Forward-Looking Leadership Practice Among Principals of Gifted Schools in Jeddah Governorate from the Perspective of Teachers

Abstract

This study aimed to identify the degree of foresight leadership practice among principals of gifted schools in Jeddah Governorate Education from the perspectives of teachers, and to examine differences in their perceptions according to gender, years of experience, and educational qualification. The study adopted a descriptive survey design and used a 20-item questionnaire distributed across five dimensions: foresight thinking competencies, foresight vision-building competencies, foresight culture-building competencies, foresight communication competencies, and change competencies. The questionnaire was administered to a random sample of 103 male and female teachers. The findings showed that the overall degree of foresight leadership practice was very high, with a mean of 4.37 and a standard deviation of 0.538. Foresight thinking ranked first (M = 4.42), followed by foresight culture-building (M = 4.38), change (M = 4.36), foresight vision-building (M = 4.35), and foresight communication (M = 4.33), all at a very high level. No statistically significant differences were found in the overall score or any dimension attributable to gender, educational qualification, or years of experience at α ≤ .05. The study recommends strengthening professional development in foresight leadership, expanding partnerships with technological and research institutions, supporting a culture of research and innovation, developing digital systems, enhancing communication channels, and empowering teachers to keep pace with future changes.