From Vision to Action: Teachers’ Perceptions of Principals’ Strategic Planning in Al Mafraq

This study investigated the extent to which school principals in the Al-Mafraq Educational District practice strategic planning, as perceived by teachers, and whether perceptions vary by gender, years of experience, and academic qualification. Employing a descriptive survey design, a validated 20-item questionnaire spanning four domains—formulating vision and mission, analyzing internal and external environments, implementing the strategic plan, and follow-up/evaluation—was administered to a random sample of 355 teachers. Validity and reliability evidence for the instrument was established through expert review and internal consistency checks. Descriptive results indicated that principals’ overall strategic planning practice was at a moderate level across domains. Inferential analyses revealed no statistically significant differences in teachers’ perceptions by gender or years of experience, whereas significant differences emerged by academic qualification in favor of graduate-degree holders. The findings highlight a systemic need to deepen principals’ strategic planning competencies, particularly in moving from vision statements to actionable, monitored plans. Practical implications include: institutionalizing inclusive planning processes that engage all school staff, offering targeted professional development on environmental scanning, goal setting, and implementation monitoring, and establishing school- and district-level mechanisms to review progress and adjust strategies. These actions can enhance alignment between school improvement priorities and classroom practice, thereby supporting teaching and learning outcomes in Al-Mafraq schools.