Implementing Economies of Scale and Scope in Public Schools in Madinah

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.