THE QUALITY OF EDUCATIONAL SERVICES IN THE SAUDI …

THE QUALITY OF EDUCATIONAL SERVICES IN THE SAUDI SCHOOLS IN KUALA LUMPUR, PARIS

AND ROME

BY

HAILAH MANDEEL AL-TOWAIJRI

Thesis submitted in fulfilment of the requirement for the degree of Doctor of Philosophy in Education

Institute of Education

International Islamic University Malaysia

JULY 2011

ABSTRACT

This study examined the extent at which the quality of teaching services was offered by the Saudi schools overseas to their students in Kuala Lumpur, Paris and Rotne according to guardians, teachers and students. It assessed the effectiveness of the criteria applied in improving the standard of the Saudi schools, their performance and analyzed the extent of the influence of demographic studies on the quality of teaching services offered by these schools according to the guardians, teachers and students. Moreover, the study investigated the importance of each underlying factor that influences respondents' perceptions of the Total Quality Criteria of their schools and determined the most important determinants of the perceived Quality Educational Services according to the guardians, teachers and students. The sample of the study comprised 120 students, 88 guardians and 65 teachers from the three schools. This study was a survey research which used two types of questionnaires namely; SERVQUAL and Total Quality Criteria instruments to collect the data. In terms of analysis, the data were analyzed using Confirmatory Factor Analysis (CF A) to confom the items' goodness of fit and determine the underlying or dominant factors that greatly influenced Total Quality Management Criteria and Educational Services. Additionally, MANOV A was used to identify the significant differences between demographics and the study variables. The data were also analyzed descriptively to know the extent at which the criteria and services were sustained in the three schools. Finally, the results of the study according to descriptive analysis showed that, material capabilities may not be so important factor to improve the standard of the schools from the point of views of the students, guardians and teachers as long as the rest factors are maintained. Thus, students, parents and teachers seemed to agree that the whole factors of the total quality criteria were the most important factors to develop the schools. In terms of Quality Educational Services, the results showed that most of the services were maintained and provided. From the same analysis, the results of MANOV A showed an insignificant relationship of all the demographic variables with the study variables. PCA and CF A results showed that, Staff, Material Capabilities, Teacher, Information Technology and Efficiency factors could contribute to the quality of educational services provided by the schools and also could be used as factors to improve the total quality of the schools. As a recommendation, Saudi schools management should be capable of providing good materials for learning activities, advanced information technology, facilities, well equipped playgrounds and, have a good relationship with the community outside the schools.

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iii

APPROVAL PAGE

The thesis ofHailah Mandeel Mohammed Al-Towaijri has been approved by the following:

(__

Ismaiel Hassanein Ahmed Supervisor

Sse~je Abdallah Co-Supervisor

Abdel Aziz Berghout Internal Examiner

Sufean Bin Hussin External Examiner

Chairman

IV

DECLARATION

I hereby declare that this dissertation is the result of my own investigation and

research, except where otherwise stated. I also declare that it has not been previously

or concurrently submitted as a whole for any other degrees at IIUM or other

institution.

Hailah Mandeel Mohammed Al-Towaijri

Signature: ....... \:\.~ .......................... . ~

V

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION FOR FAIR USE OF UNPUBLISHED RESEARCH

Copyright© 2011 by Hailah Mandeel Mohammed Al-Towaijri All rights reserved.

THE QUALITY OF EDUCATIONAL SERVICE IN THE SAUDI SCHOOLS IN KUALA LUMPUR, PARIS AND ROME

This unpublished research must not be reproduced or used in any form including copying without prior permission from the researcher except in the following cases:

1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.

2. HUM or its library will have the right to make and transmit copies· (print or electronic) for institutional and academic purposes.

3. The HUM library will have the right to make, store in a retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

4. The researcher will provide HUM with her address with notification in case of change of address.

5. It will be kindly required for individuals to contact the researcher to acquire her permission for copying this unpublished research through her mail address, or e-mail provided in the HUM· library, and if the researcher does· not reply within ten days of the date of request, HUM shall practice its right to provide the required copies.

Affirmed by: Hailah Mandeel Mohammed Al-Towaijri

......... ~\~ .......... . e><;

Signature Date

Vl

To the most beloved one to me, the closest one to my heart, to my precious mother

may Allah prolong her life in peace and joy.

To my passionate husband, who always motivated me to further my study and who

always spent anything precious and valuable to make me a reputed figure in my

society and to my beloved children.

To them all, I dedicate this research

vii

ACKNOWLEDGEMENTS

At the very begin, I would like to present my deepest thanks to Assistant Doctor lsmaiel Hassanein Ahmed, who dedicated most of his precious time in reviewing my research till it came to existence in its current form. I also thank Associate professor Ssekamanya Siraje Abdallah who gave me a positive to accomplish this research. I also thank the two examiners Professor Doctor Sufean Bin Hussin and Professor Doctor Abdel Aziz Berghout for their sincere efforts and cooperation. My thanks too go to Assistant Doctor Siti Rafiah Abd Hamid director of Institute of Education her valuable pieces of advice. I would not also forget to thank Professor Doctor Hassan Uddeen Dean of the center for post graduate studies for his supportive stands and his efforts in removing any hurdles in my journey. I would like to thank the International Islamic University for providing me this opportunity to further my study. May Allah reward all of them with the happiness in this life and the Hereafter. I would also thank my beloved husband, my sons, and daughter for their motivation, material and spiritual support for completing this study. I would not also forget to thank many friends (which time does not allow me to list down their names here) who assisted me in way or another to find sources and references that I relied on in this research. To all of them I say, may Allah bless you all and may Allah add that to your good deeds in the Day of Judgment when nothing helps except a sound heart.

viii

TABLE OF CONTENT

Abstract .................................................................................................................... ii Abstract in Arabic .................................................................................................... iii Approval Page .......................................................................................................... iv Declaration Page ...................................................................................................... v Declaration of Copyright ......................................................................................... vi Dedication ................................................................................................................ vii Acknowledgements .................................................................................................. viii List of Tables ........................................................................................................... xiv List of Figures .......................................................................................................... xv List of Content ......................................................................................................... xvi

CHAPTER ONE: INTRODUCTION .................................................................. 1 1.1 Background OfThe Study ..................................................................... 1 1.2 Research Problem ................................................................................... 10 1.3 Research Questions ................................................................................ 13 1.4 Objectives of the Research ..................................................................... 14 1.5 Significance ofthe Study ....................................................................... 14 1.6 Limitations of the Study ......................................................................... 17 1. 7 Definition of Terms ................................................................................ 17 1.8 Theoretical Framework .......................................................................... 19 1.9 Organization of the Thesis .................................................................... .41

CHAPTER TWO: LITERATURE REVIEW .................................................... 43 2.1 Introduction ............................................................................................ 43 2.2 Contemporary Trends in School Management (Total Quality Management) ........................................................................ 43 2.3 Historical Development of the Gate to Total Quality Management ..... .45 2.4 Principles of Total Quality Management ............................................... 48 2.5 Pioneers of Quality ................................................................................. 50

2.5.1 W. Edward Deming ...................................................................... 51 2.5.2 Joseph M. Juran ............................................................................ 53 2.5.3 Philip Crosby ................................................................................ 54 2.5.4 Karou Ishikawa ............................................................................ 56 2.5.5 Feigenbaum .................................................................................. 57 2.5.6 Bill Conway ................................................................................. 58 2.5.7 Walter Shewhart ........................................................................... 59 2.5.8 Dodge ........................................................................................... 59

2:6 Models ofTotal Quality Management ................................................... 60 2.6.1 Shewhart' s Quality Model ........................................................... 60 2.6.2 Malcom Baldrige Criteria ............................................................ 61 2.6.3 Arvin Model ................................................................................. 63 2.6.4 The European Quality Award ...................................................... 64 2.6.5 Annand Feigenbaum Model for Quality ...................................... 65

ix

2.6.6 Taishi Iwanwa Quality Model ...................................................... 65 2.7 General Framework and Common Denominators for Total Quality Management Models .................................................................................... 66 2.8 Justifications for Applying Total Quality Management ......................... 67 2.9 Total Quality in Education ..................................................................... 73 2.10 Educational Applications of Total Quality .......................................... 7 4 2.11 Reflections of W. Edwards Deming's Views in the Educational Field .............................................................................................................. 78 2.12 Applying the International Standardization Organization in Education ...................................................................................................... 82 2.13 Quality of Educational Service ............................................................ 83 2.14 Obstacles of Applying Total Quality Management ............................. 92 2.15 Some Saudi Experiences in the Area of Total Quality ........................ 94 2.16 Quality of the Teaching Service ........................................................... 96 2.17 The General Concept of Quality in Islam ............................................ 97 2.18 Findings on Total Quality in Education: A Comparison Study of Saudi Schools and others ........................................................................... 101

2.18.1 Arabic Studies ............................................................................ 103 2.18.2 Foreign Studies .......................................................................... 126

CHAPTER THREE: METHODOLOGY ............................................................ 137 3 .1 Research Procedure ................................................................................ 13 7 3.2 Research Methodology ........................................................................... 137 3.3 Research Procedure of the Current Study .............................................. 138 3.4 Targeted Population ............................................................................... 139 3.5 Sample Selection .................................................................................... 141 3.6 Study Variables ...................................................................................... 143 3.7 Data Collection Procedure ..................................................................... 144

3.7.1 SERVQUAL ............................................................................... 144 3.7.1.1 Uses and Analysis of SERVQUAL ...................................... 146 3.7.1.2 Validity and Reliability of SERVQUAL ............................ 147

3.7.1.2.1 Scale Validity ............................................................... 147 3.7.1.2.2 Internal Consistency ..................................................... 148 3.7.1.2.3 Scale Reliability ............................................................ 150 3.7.1.2.4 Measures ofReliability ................................................. 150

3.7.2 Total Quality Criteria that Affect the Educational Service Quality ................................................................................................... 151

3.7.2.1 Reliability and Validity of measures of Total Quality Criteria that Affect the Educational Service Quality ...................... 153

3.7.2.1.1 Internal Consistency ..................................................... 155 3.7.2.1.2 Scale Reliability ............................................................ 166 3. 7 .2.1.3 Correlation between Domains of Measurement of Service levels in Saudi Schools ................................................... 170

3.7.3 Factor Analysis for Total Quality Criteria and SERVQUAL ...... 173 3.8 Statistical Methods ................................................................................. 180

X

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF RESUL TS ......................................................................................................... 182

4.1 Introduction ........................................................................................... 182 4.2 Analysis ofltem Reliability ................................................................... 182 4.3 Results of Descriptive Analysis of Quality Teaching Service Questionnaire .............................................................................................. 184

4.3.1 Answering Research Question 1 ................................................. 184 4.3.1.1 Students' Demographic variables ..................................... 184 4.3.1.2 Teachers' Demographic variables ..................................... 194 4.3.1.3 Guardians' Demographic variables ..................................... 203

4.4 Results of Descriptive Analysis of Total Quality Criteria ..................... 214 4.4.1 Answering Research Question 2 ....... '. .......................................... 214

4.4.1.1 Descriptive Analysis of Teachers' factor ..................... ~ ....... 216 4.4.1.2 Descriptive Analysis of Students and Guardians' factors .... 239

4.5 MANOVA ............................................................................................. 269 4.5.1 Answering Research Question 3 ................................................ 269

4.5 .1.1 MANOV A ANALYSIS FOR STUDENT .......................... 270 4.5.1.2 MANOV A ANALYSIS (FOR TEACHERS) ................. 273 4.5.1.3 MANOVA ANALYSIS (FOR GUARDIAN} .................... 275

4.6 Confirmatory Factor Analysis (CFA) ................................................... 277 4.6.1 Answering Research Question 4 and 5 ....................................... 277

4.6.1.1 Determining Indicators for Total Quality Criteria Factors (Exogenous) ...................................................................................... 277 4.6.1.2 Determining the best Factor for Total Quality Criteria from Teachers' Perspective ....................................................................... 277 4.6.1.3 Determining Indicators for Quality Educational Services Factors SERVQUAL (Endogenous) .................................. 283 4.6.1.4 Determining Best Factor for SERVQUAL .......................... 284 4.6.1.5 Determining Best Indicator Total Quality Criteria from Parents' Perspectives (Exogenous) .................................................. 286 4.6.1.6 Determining best Factor for Total Quality Criteria from Parents' Perspectives ........................................................................ 287 4.6.1.7 Determining the best Indicator for Quality Educational Service (SERVQUAL) from Parents' Perspectives (Endogenous) .. 289 4.6.1.8 Determining the best Factor for SERVQUAL Factors from parents' perspectives ................................................................ 290 4.6.1.9 Determining the best Indicator for Total Quality Criteria from Students' Perspective (Exogenous) ........................................ 292 4.6.1.10 Determining the best Factor for Total Quality Criteria from Students' Perspectives ..................................................................... 293 4.6.1.11 Determining the best Indicator for SERVQUAL from students' Perspectives (Endogenous) ............................................... 295 4.6.1.12 Determining the best Factor for SERVQUAL ............... 296

4.7 Conclusion ............................................................................................. 297

CHAPTER FIVE: SUMMARY, DISCUSSION, RECOMMENDATIONS & CONCLUSION ................................................................................................ 299

5 .1 Introduction ............................................................................................ 299

xi

5.2 Students' Profile .................................................................................... 299 5.3 Teacher's Profile ..................................................................................... 300 5.4 Guardian's Profile ................................................................................... 300 5.5 Quality of Educational Service (SERVQUAL) ................................... 301 5.6 Total Quality Criteria ............................................................................. 302 5.7 Demographics and Total Quality Criteria and Educational Quality Service ......................................... \ ............................................................... 303 5.8 Factors for Total Quality Criteria and Quality of Educational Service .304 5.9 Discussion .............................................................................................. 305

5.9.1 Demographics and Quality Management and Education Service 308 5.9.2 Saudi Schools and Society ........................................................... 309

5.10 Recommendations ................................................................................ 312 5.11 Conclusion ............................................................................................ 315

BIBLIOGRAPHY ................................................................................................. 318

APPENDIX A .......................................................................................................... 329 APPENDIX B .......................................................................................................... 334 APPENDIX C .......................................................................................................... 353 APPENDIX D .......................................................................................................... 361

xii

LIST OF TABLES

Table No: Page No.

2.1 A comparison between classical and total quality 69 managements

2.2 Illustrates internal and external beneficiaries of the quality 77 system in school.

3.1 Overall characteristics of targeted population 140

3.2 Dimensions of SERVQUAL 146

3.3 Internal consistency based on Pearson's correlation 149

3.4 Measures of reliability (Cronbach's Alpha & Split-Half 150 Reliability)

3.5 Characteristics of the panel of experts 152

3.6 Instruments used for different samples 153

3.7 Internal consistency of Learning and Teaching Process 155 Instrument

3.8 Internal consistency of Material Capabilities Instrument 157

3.9 Internal consistency of Information Technology Instrument 159

3.10 Internal consistency of Instrument of"Test and 160 Examinations and educational Assessment"

3.11 Internal consistency of Instrument of "Relationship between 162 the school, the Saudi community and the society"

3.12 Internal consistency of Instrument of"School's 164 Administration"

•. · ..

xm

3.13 Internal consistency of Instrument of "Teachers" 165

3.14 Internal consistency of Instrument of "Organizational 166 Environment in the school"

3.15 Measures ofreliability (Cronbach's alpha and Split-Half) 168 among staff

3.16 Measures ofreliability (Cronbach's alpha and Split-Half) 169 among students

3.17 Measures ofreliability (Cronbach's alpha and Split-Half) 170 among students

3.18 Relationship between variables (Teachers) 171

3.19 Relationship between variables (Guardians) 172

3.20 Relationship between variables (Students) 173

3.21 Rotated Matrix for Total Quality Criteria for Teachers 174

3.22 Rotated Matrix for Educational Quality Service 176 (SERVQUAL) for Teachers

3.23 Rotated Matrix for Total Quality Criteria for 177 Parents/Guardians

3.24 Rotated Matrix for Quality Educational Services 178 (SERVEQUAL) for Parents/Guardians

3.25 Rotated Matrix for Total Quality Criteria from Students' 179 Perspective

3.26 Rotated Matrix of Educational Quality Service 180 (SERVQUAL) for Students

4.1 International consistencies of the scales across different 183 Sample Size

4.2 Distribution of Respondents according to their Demographic 186 Characteristics

XIV

' ' .

4.3 Frequency, percentile, means and Standard Deviation of 187 Efficiency

4.4 Frequency, percentile, means and Standard Deviation of 189 reputation factor

4.5 Frequency, percentile, means and Standard Deviation of 191 teachers' factor

4.6 Frequency, percentile, means and Standard Deviation of 193 tangibles' factor

4.7 Frequency, percentile, means and Standard Deviation of 194 empathy's' factor



4.10 Frequency, percentile, means and Standard Deviation of 199 reputation factor

4.11 Frequency, percentile, means and Standard Deviation of 201 teachers' Factor

4.12 Frequency, percentile, means and Standard Deviation of 202 tangibles' Factor

4.13 Frequency, percentile, means and Standard Deviation of 203 empathy's'



4.16 Frequency, Percentile, means and Standard Deviation of 209 Reputation Factor

4.17 Frequency, Percentile, means and Standard Deviation of 211 teachers' Factor

4.18 Frequency, percentile, means and Standard Deviation of 212 tangibles' Factor

xv

4.19 Frequency, percentile, means and Standard Deviation of 213 empathy's' Factor

4.20 Frequency, Percentile,-means and Standard Deviation of 220 School Leaderships' Factor

4.21 Frequency, percentile, means and Standard Deviation of 222 Teacher s' factor

4.22 Frequency, percentile, means and Standard Deviation of 225 Leaming and Teaching Process's factor

4.23 Frequency, percentile, means and Standard Deviation of 228 Material Capabilities' factor

4.24 Frequency, percentile, means and Standard Deviation of 230 Information Technology's factor

4.25 Frequency, Percentile, means and Standard Deviation of 232 Organizational Environment's Factor

4.26 Frequency, Percentile, Means and Standard Deviation of 235 Test and examination's factor

4.27 Frequency, percentile, means and Standard Deviation of 238 Relationship's factor

4.28 Frequency, percentile, means and Standard Deviation of 242 Leaming and Teaching Process's factor

4.29 Frequency, percentile, means and Standard Deviation of 245 Material capability's factor


4.31 Frequency, percentile, means and Standard Deviation of Test 250 and Examination's factor

4.32 Frequency, percentile, means and Standard Deviation of 259 Relationship's factor

4.33 Frequency, percentile, means and Standard Deviation of 257 Learning and Teaching Process's factor

4.34 Frequency, percentile, means and Standard Deviation of 260 Material capability's factor

XVI


4.36 Frequency, percentile, means and Standard Deviation of Test 264 and Examination's factor

4.37 Frequency, Percentile, means and Standard Deviation of 268 Relationship's Factor

4.38 Levene's test of equality of error variances 270

4.39 Summary of factorial MANOV A of SERVQUAL factors 271 according demographic variables


4.41 Summary of factorial MANOV A of according to the 272 Demographic variables


4.43 Summary of factorial MANOV A according demographic 274 variables

4.44 Levene's Test of Equality of error variances 274





4.49 Summary of factorial MANOV A according demographic 277 variables

4.50 Summary of the analysis for Factors that contribute to the 296 Quality of Educational Services and the factor for SERVQUAL

XVll

Figure No.

1.1

1.2

1.3

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

4.1

4.2

4.3

LIST OF FIGURES

Relationships between the three types of managements

Illustrates the relationships between students and parents, at one end, and the school management and the educational management and the Ministry

Research Theoretical and Conceptual Frame

Illustrates the above mentioned development phases

Demonstrates Deming's Cycle for Continuous hnprovement

Deming's triangle Management support for improvement

Juran's trilogy for quality

The Shewhart circle

Elements of total quality according Baldrige's award model

Arvin Model for Total Quality Management

The European Quality Award Model

Incorporated into the following charts the meaning of quality in the school from multiple

Confirmatory Factor Analysis for Total Quality Criteria for Teachers

Confirmatory Factor Analysis for Educational Quality Service (SERVQUAL) for Teachers

Confirmatory Factor Analysis for Total Quality Criteria for Parents/Guardians

xviii

Page No.

26

33

40

47

51

52

54

61

62

64

65

91

279

282

285

4.4

4.5

4.6

Confirmatory Factor Analysis for Educational Quality Services (SERVQUAL) for Parents/Guardians

Confirmatory Factor Analysis (CF A) for Total Quality Criteria for Students

Confirmatory Factor Analysis of Educational Quality Service (SERVQUAL) for Students

XIX

288

291

294

LIST OF ABBREVIATIONS

ISO International Standardization Organization

TQM Total Quality Management

CFA Confirmatory Factor Analysis

MANOVA Multivariate Analysis of Variance

SERVEQUAL An Instrument for measuring Tangibles, Reliability,

Responsiveness, Assurance and Empathy

xx

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In the new era, education is facing challenges caused by the characteristics of the

modern age which is described as the age of technology. Thus, technology has posed

significant implications for teaching and learning as well as for schools and higher

institutions to produce total quality education that will meet initial educational,

national, parental and market expectations. The growth of development in this field

and the increase in the volume of information are believed to have an impact on rapid

human development, individual growth and society.

Human development is very crucial and this development can only take place

m schools and higher institutions. And for the schools and higher institutions to

provide good students and human capital who will contribute to the nation's or

country's development, schools and all educational institutions need to be well

managed financially, and well equipped technologically and administratively. This

will help in producing human resources that can face the level of challenges and

responsibilities.

In addition, in every country, the education system should be designed in such

a way that will bring out students' creativity, leading to a productive and respected

workforce. Besides, the education system should be capable of adapting to the

circumstances and it should also be able to deal with the fast changes of the modern

age easily and in a trustworthy manner and be ready to look forward to the future.

Undoubtedly, for institutions to produce "all-rounded" individuals, modern

1

educational establishments are needed that work within an effective and high level

education system in order to be able to perform the roles which society expects while

taking into consideration the concepts of globalized age in this electronic village (Al

Huddabi, & NUkEshah, 2006).

Educationalists agree that Management is human work done by the human for

his own benefit. Forming the human capital, increasing its expertise and enabling the

individual to depend on his capacities and energies should be the important objectives

that education planners much strive to achieve. Since the objective of successful

education is to create a comprehensive process of development in any educational

system, then there should be a serious need to move from the current traditional

management style to new styles characterized by leadership and creative capability in

order to activate the performance of the educational institutions in accordance with the

needs of the educational reform. This necessitates change and reform in the way in

which the educational institutions is managed, looking into its current practices and

administration procedures.

The international experiences in the reform and development of education in

many developed and developing countries in the world stress the central role of the

school administration in the education process. These experiences have emphasized

the need to give schools more authority, powers and abilities to enable them to

conduct their responsibilities and to ensure their administrative, financial; and

technical independence of the school (Al Khatib & Al Khatib, 2006).

Moreover, Al Khatib (2006) stresses that the educational administration

system and the school administration suffer from many issues and obstacles that

hamper renewal and development efforts in the educational systems in the Arab

world. Among the important problematic issues are the centralisation of the

2

administration, undemocratic authority, bureaucracy, organizational and functional

inflation, routine, lack of flexibility, the imbalance between authority and

responsibility, lack of power delegation, insufficient participation in decision-making

from the employees, insufficient care of the individual needs of the employees,

creating obstacles to creative and distinguished individuals in the institutions'

administrations, insufficient encouragement and incentives for the employees,

obsolete legislation, regulations and systems, the weak feeling of belonging to the

institution and other issues.

Furthermore, as was mentioned earlier, there are many new issues raised in the

educational setting, Al Khatib and Al Khatib (2006) affirm that in order to face such

issues, it is necessary to follow modern methods and administrative systems. The

adoption and application of total quality management can be achieved in the learning

administration in general and the school administration in particular. It can also be

used as a model in the institution related to (Learning Organization) in order to come

up with a conducive environment for schoolwork and the use of workers' capacities

in the school in an effective and skilful way (Al Khatib & Al Khatib, 2006).

Educationalists and the psychologists agree on the impo1iant role that the

educational institutions play, particularly the school administration. Besides, the

products of learning are an indication of the level of advancement and development

the administration has reached. Since most of the focus in the learning process is on

the learner, then the schools have to apply the criteria of total quality systems in the

quest for distinction considering the fact that quality is one of the important means and

methods to improve the quality of learning and to upgrade performance.

Indeed quality is no longer a luxury or an alternative that the institutions can

take or leave, but a necessity imposed by the development of modern life and a sign of

3

the dynamism of the learning institution. When Islam comes with its mission, it is

valid for every period and place. The reference to the importance of quality is explicit

in the Quranic text in the following verses:

J '~

(Al-Mulk: 2) fO..J_JJLiJI He Who created Death and Life, that He may try which of you is best in deed: and He is the Exalted in Might, Oft-Forgiving

,,. , ,,,. r,, ,,.~ t:.. ,,,. /. ,,. ,,. ,i

(An-Naml: 88) ~ 0~ ~~ J-uj r.,:J:,, J5' ~I

(Such is) the artistry of Allah, who disposes of all things in pe,fect order: for he is well acquainted with all that ye do.

(At-Tawba:105) ~0)::~µ~~~~ljy)JI~ And say: "Work (righteousness): Soon will Allah observe your work, and His Messenger, and the Believers: Soon will ye be brought back to the knower of what is hidden and what is open: then will He show you the truth of all that ye did.

~ 0~j {~~ ~ ~j ~~J tf r L1;;1 ~T ;"G ~j

,,. ),,,..,, ) J ,::,,. ~),,,. ., .... r:.._ .... ,, (An-Nahl:93) ~u~J.:;..:S~~j ;~

and had Allah willed, He could have made You (all) one nation, but He sends astray whom He wills and guides whom He wills. But You shall certainly be called to account/or what You used to do

These verses urge Muslims to stick to quality and perfection as they are two

important principles in Islam. Muslims have to stick to quality principles and apply

them in order to achieve the quality required. Muslims are required to achieve

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THE QUALITY OF EDUCATIONAL SERVICES IN THE SAUDI …