The Degree of Organizational Ambidexterity Among Female Public Secondary School Principals and Proposals for its Development

Abstract

The study aims to identify the degree of organizational ambidexterity practiced by female public secondary school principals. The study sample comprised a stratified sample of 30 female principals and 278 female teachers at girls’ public secondary schools in the Mubarraz Education Office in the Al-Ahsa Governorate of Saudi Arabia. A descriptive survey and questionnaire were used to ask the study participants to reveal the extent to which they agreed with the development proposals to activate organizational ambidexterity.
The findings show that the degree of organizational ambidexterity practiced among secondary school principals and the development proposals for activating organizational ambidexterity were high. Considering these results, the study recommends organizing specialized training courses to enhance organizational ambidexterity among secondary school female principals and teachers and its importance for schools. Educating and training these professionals on how to develop the dimensions of ambidexterity is recommended, in addition to distributing educational awareness brochures to spread the culture of exploiting available opportunities among secondary school teachers and to increase their awareness of their positive role in achieving the general development of their schools.