Abstract

This study aims at measuring the degree to which the female leaders of public primary schools in the city of Jeddah have contributed to developing their human resources in the light of the Kingdom's Vision 2030 from the viewpoint of female teachers and deputy superintendent. The study used the survey-descriptive method, and a questionnaire was conducted as a tool to collect data regarding the contributing practices made by the female school leaders of public primary schools to develop the (cognitive, performance, social, and technological) skills of their human resources. The study sample consisted of 383 female teachers and deputy superintendent, who were chosen by the simple random method. The results show that the degree to which the primary stage female school leaders have contributed in developing their human resources from the viewpoint of the sample's individual was in a (high) degree of consent with an arithmetic average (3.96), and a percentage (79.2%). In addition, there were no differences of statistical significance in the average rate of responses of the sample's people regarding the study themes. The major recommendations concluded by the study are enhancing the status of developing performance skills of human resources by school leaders through the process of regular job performance evaluation of the human resources, analyzing strengths and weaknesses to utilize them in the future performance development plans, and urging education decision makers to adopt a modern mechanism to help the school leaders develop development plans for their human resources based on precise and clear scientific principles, which will contribute to achieve the purpose of professional development in an accurately way that avoids randomness.