The Reality of Female Principals’ Performance in Government Secondary Schools in Light of E-Learning in Riyadh City

Abstract

This study aimed to identify the performance reality of government secondary school female principals in implementing e-learning in Riyadh from their perspective, and to reveal the obstacles they face. The study adopted a descriptive-analytical approach, utilizing a questionnaire distributed to 125 female principals. Results revealed a very high performance level with an overall mean of (4.70) for the first dimension covering: administrative work (4.69), monitoring (4.71), and evaluation (4.69). High-level obstacles were identified with an overall mean of (4.62) including: technical obstacles (4.69), human obstacles (4.68), and administrative obstacles (4.49). No statistically significant differences were found at (α≤0.05) level attributed to academic qualification or years of experience. The study recommends continuous training for principals, enhancing technical infrastructure, developing e-assessment mechanisms, and encouraging experience exchange between schools.