Abstract

The present study aims to explore the efficacy of educational interventions implemented in primary schools within the Kingdom of Saudi Arabia. Specifically, it seeks to examine the viewpoints of principals, assistant principals, and teachers regarding the effectiveness of these activities. By employing a mixed-methods approach, this study utilizes descriptive statistics, analysis of variance (ANOVA), and regression analysis to thoroughly investigate the intricacies associated with educational practices. The results of the study revealed differences in the perceived effectiveness among various groups of stakeholders and regional discrepancies. Principals, in their capacity as educational leaders, demonstrate the highest mean scores, underscoring their crucial role in shaping the overall school culture. The significance of context in educational effectiveness is highlighted by regional variations, which are in line with the overarching objectives stated in Vision 2030. The regression analysis demonstrates a positive correlation between participant roles and perceived effectiveness, underscoring the importance of inclusive leadership. In its entirety, this study provides valuable insights that are essential for customizing educational methodologies to suit regional requirements, promoting cooperation, and improving the quality of primary education in Saudi Arabia.