PurposeThe main purpose is to analyse the effect of academic leadership competencies (LCs) on student learning outcomes (SLOs) in terms of cognitive, skill and affective aspects.Design/methodology/approachThe study utilised quantitative research that focussed on correlation design by randomly distributing questionnaires containing 53 items to a total of 496 faculty members in Saudi Arabia public higher education institutions (HEIs). The data was analysed using SPSS (V.24) and SEM-AMOS.FindingsResults show a direct and significant effect of academic LC on students' cognitive, skill and affective learning outcomes in public HEIs.Research limitations/implicationsThe main limitation was that the participants of public HEIs were from Saudi Arabia. However, the findings have provided valuable understandings and a comprehensive conclusion about the impact of academic LC on SLOs in terms of cognitive, skill and affective aspects. The study recommended that different LC should be further developed. Future studies proposed to investigate the factors that support academic leaders to affect SLOs directly in HEIs.Originality/valueThe findings contribute to the body of knowledge regarding the significant and direct effect of academic LC on SLOs in HEIs. The findings have the potential to reflect positively on the academic leaders in public HEIs. The findings act as a guide for HEIs in terms of the importance of academic LC for having desirable SLOs. This study is crucial for educational policymakers and practitioners of academic leadership as the academic leaders' effort will greatly contribute to the HEIs as well as the nation's development in general.

This study aims to identify the level of academic leadership competencies in selected Saudi higher education institutions (SSHEIs). It also seeks to investigate gender differences in academic leadership competencies (ALC) in SSHEIs. This study employed quantitative method to collect the data. The researchers used a questionnaire consisting of 29 items. The questionnaire was randomly distributed among faculty members in the SSHEIs in Jazan Province. There were 550 questionnaires distributed, 496 of them were received for analysis using SPSS (V.23). The data were analysed using descriptive statistics and an independent sample T-test. The findings indicated that academic leaders had a very high level of leadership competencies (LC) which reflect on the very high level of personal skills (PS) and high level of required skills (RS) of academic leaders. The findings also revealed that there is a significant gender difference in the mean score regarding the ALC in higher education. The findings implied that male academic leaders had more LC compared to female academic leaders. The current results are valuable for higher education in terms of providing evidence of the level of LC and gender differences of leadership competencies in the SSHEIs. Accordingly, the findings will contribute to the body of knowledge regarding leadership in higher education. The findings also will be beneficial for policymakers, academics leaders, and the officials of higher education. The theoretical and practical implications of the study as well as recommendations were also discussed.

The current study aims to analyse the direct and significant effect of academic leadership skills on students' skill-based learning outcomes in selected higher education institution in the Kingdom of Saudi Arabia (KSA). It also aims to analyse the mediating effect of organisational culture on academic leadership skills and students' skill-based learning outcomes. The study was conducted with a quantitative research methodology by distributing questionnaires contained 97 items to faculty members in Jazan University, Saudi higher education institution. A total of 350 responses were further analysed using the SPSS (V23) and PLS-SEM. Results indicated that academic leadership skills have no direct and significant effect on students' skill-based learning outcomes in selected higher education institution in the KSA. Results also indicated that organisational culture has a significant mediation effect on academic leadership skills and student's skill-based learning outcomes in selected higher education institution in the KSA. The present study has the potential to reflect positively on higher education, academic leadership, as well as students in higher education.

The Kingdom of Saudi Arabia (KSA) is one of the Islamic countries that forbid narcotics as well as any harmful substances. KSA does impose harsh punishment to anyone involved with narcotics, whether they are dealers, smugglers, or users. Although Saudis know that these substances are forbidden by Saudi and Islamic laws, there are individuals that do use them regardless of the laws. In 2006, Statistics of the United Nations noted that the quantity seized from narcotics in the KSA alone exceeded the amount seized around the world. Based on the Statistics of General Directorate of Narcotics Control in the KSA, the narcotics most used in the country are hashish, khat, captagon and heroin. However, hashish usage in the kingdom has become the biggest issue that has faced Saudi Government. Statistics of Ministry of Interior in the KSA proved that 70 percent of hashish users were school students. Although using and cultivating hashish in this country is forbidden by law, dealers from different countries such as Afghanistan, Israel, Iran and Lebanon are smuggling it by sea or other borders. Some politicians stated that, the KSA is one of the targeted countries in this world and the enemies are trying to destroy its citizens. Hence, the Saudi Ministry of Interior established the General Directorate of Narcotics Control department to control the use of harmful substances and punish the narcotic offenders. It imposes harsh punishment for hashish dealers, smugglers and users. It also established specialized hospitals and treatment programs for hashish addicts as well as other drugs. Clearly, this research will provide beneficial information regarding the percentage of hashish addicts in the KSA, the reasons of using hashish among Saudi young and address the efforts of Saudi government against it.

As a part of Malaysia's education transformation, the Ministry of Education expects all principals to be instructional leaders. In response to this call, this study attempts to describe teachers' perceptions on instructional leadership roles and practices of principals, as well as examine the relationship between the teachers' gender and their perception of instructional leadership roles and practices. A total of 105 primary school teachers from five primary schools in Alor Gajah, Malaysia participated in this quantitative study. The data was collected randomly through distribution of a survey questionnaire containing 35 items adapted from the Principal Instructional Management Rating Scale (PIMRS). Both descriptive and inferential statistics were used to analyze data using SPSS (V.22). Results from teachers' responses reveal the following: 1) a moderate level of perception of instructional leadership functions related to defining the school's mission; 2) a moderate level of perception of functions related to managing instructional program; 3) a low level of perception of functions with respect to promoting a positive climate; and 4) no relationship between gender and the perception of instructional leadership. The results from this study will bring forth the current state of instructional leadership in Malaysian primary schools and keep the Malaysian government abreast with this scenario to improve training programs and make continuous training in principal leadership compulsory.