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While school reform has been the subject of much research globally, few studies have examined “on the ground” educational reform in the Kingdom of Saudi Arabia (KSA), especially in relation to the “Tatweer” System, an initiative which purports to transform education and lead educational change within the country. This paper aims to address this knowledge gap and reports on a study which examined female leaders’ perceptions and experiences of the system. A qualitative case study of three Tatweer schools was conducted, with data being drawn from one-on-one interviews (n = 16), focus group interviews (n = 4) and documentary analysis. Our findings suggest that the Tatweer system is what can be termed “semi-decentralised”, which appears to be linked to issues of accountability, trust, and perceived staff competence. However, at the local level, major breakthroughs seem to have taken place in relation to distributing leadership responsibilities and decision-making processes within these female-led schools.
Alyami et al. (Sat,) studied this question.