Abstract

The study aimed to identify good practices for developing the performance of public-school leaders in light of the New Zealand Educational Leadership Model (ELM), the reality of the performance of the newly appointed public-school leaders in Riyadh, the requirements for applying supportive practices to develop the performance of the new government school leaders and the obstacles that limit their application in light of the model. In order to achieve the study's objectives, a descriptive survey approach was used, and the questionnaire was applied to a sample of the newly appointed public-school leaders and school leadership supervisors of (204), while the interview was applied to a sample of expert school leaders. The results revealed that the study sample agreed, with a medium degree, to the reality of the performance of new government school leaders in light of the model, and the order of dimensions came in descending order: partnerships and relationships, the pedagogy dimension, the cultural dimension, and finally the systems dimension. The study sample agreed, with a medium degree, to the requirements for implementing the supportive practices. The human obstacles represented were agreed upon by the majority of the study sample, and the most severe obstacles were represented in application of supportive practices in the pressure of job burdens, multiple responsibilities, and the centralization of the education system.