Abstract:
This study aims at exploring the extent of implementing scale and scope
economies in public schools as practiced by public school leaders in Madinah.
Randomly selected from a population of 1448 school leaders, the sample study
consists of 158 school leaders, who have responded to a questionnaire of 46
points that represent four fields. The analysis of the collected data shows that
the teachers’ implementation of the four domains is of the average level. The
study also reveals the differences among school leaders in implementing the
economies of scale and scope. In terms of school levels )elementary, middle,
and Secondary school), there are no significant differences that are related to
the educational process. The analysis also shows significant differences in
the degree of implementing the economies of scale and scope according to
the school’s size, favoring the larger. The other differences are found in the
"concepts of economies of scale and scope" and "leadership and economies
of scale and scope" according to the experience variable, favoring the most
experienced. In terms of gender, the results show that there are no significant
differences between school leaders in three fields. The study provides
recommendations on the qualification and training of leaders according to
economies of scale and scope and their implementation in schools. The study
also encourages developing policies that allow school leaders to invest in
buildings, expand acceptance, and introduce new branches/ disciplines.