Requirements of Institutional Excellence Management Application at Education Offices in light of Education Excellence Award Criteria

Abstract
This study aimed to identify the available degree of Institutional Excellence Management Requirements at Education Offices in Riyadh in light of Education Excellence Award Standards from female educational supervisors’ point of view. Identifying the differences among the study sample responses attributed to the following variables: academic qualification, years of experience in Excellency & Quality committees, number of courses in Excellency & Quality field. Descriptive approach was used in this study in addition to the questionnaire as a research tool, which was distributed to (51) female supervisors. The main results were that there is high level of agreement about the requirements of Institutional Excellence Management application in Educational Offices in light of Education Excellence Award standards from the female educational supervisors’ point of view in terms of leadership, planning and continuous improvement with an average of (4.00\5). The standards averages were ordered as follows; administrative organization standards with an average of (4.21), and continuous improvement standards with an average of (4.16), and leadership standards with an average of (3.91), finally comes creativity and innovation standards with an average of (3.74.(  In addition, there was a high level of agreement about the requirements of Institutional Excellence Management application in Educational Offices in light of Education Excellence Award standards from the female educational supervisors’ point of view in terms of performance management with an average (3.92). The standards averages were as follows; teaching and learning operations management (4.19), and beneficiaries (3.91), and the information technology and knowledge management (3.88) and community partnership (3.83), and finally the resources with an average (3.80) Also, there were no statistically significant differences among the sample average responses to the research axes according to the variables (academic qualification, number of years of experience in the quality and excellence committees). Finally, there were statistically significant differences among the sample average responses to the leadership standards according to variable number of courses attended in the area of quality and excellence in favor of three courses and more.