المشكلات الإدارية والفنية التي تواجه مديرات مدارس الطفولة المبكرة في مدينة الرياض وسبل التغلب عليها

This study aimed to identify the status-quo of the administrative and technical challenges facing early childhood school principals in Riyadh, and methods of addressing and reducing such challenges, as well as to uncover the significance of differences between the study sample estimates of its dimensions according to the variables of academic qualification, training courses in the field of early childhood management, and specialization. The survey method was used to achieve the objectives of the study, and a questionnaire consisting of (30) items distributed on the administrative and technical problems facing early childhood school principals in Riyadh was administered to a random sample consisting of (131) principals. The results of the study revealed that the administrative problems facing early childhood school principals in Riyadh were found to be of a high degree according to their perspectives, as the mean agreement on the statements of the administrative problems dimensions was (3.69 out of 5.00). The most prominent problems were the increased administrative burdens on early childhood school principals and serving multiple age groups (kindergarten, primary grades 1-2-3). The technical problems facing early childhood school principals in Riyadh were found to be of a high degree according to their perspectives, as the mean agreement on the statements of the technical problems dimensions was (3.80 out of 5.00). The most prominent technical problems were the integration of male students into the school and their need for special attention and activities, as well as the lack of experience of female teachers in dealing with male students in early childhood schools as a new experience. There were no statistically significant differences in the study sample responses towards the dimensions related to variables of academic qualification, training courses in the field of early childhood management, and specialization. All values ​​were greater than (0.05) and statistically insignificant. The most proposed mechanisms from the study sample included intensifying programs and training courses in the field of early childhood management, reducing the administrative burdens on early childhood school principals, and the necessity of increasing the number of qualified teachers in the field. The study also recommended activating the training package issued by the National Center for Educational Professional Development, entitled: “School Leadership in Early Childhood: The Professional Development Project for Early Childhood Teachers and Leaders,” and expanding the organizational structure to include more administrative cadres that support the success of early childhood school principals.