Associate Professor of Educational Foundations, Department of Educational Policies, College of Education, King Saud University, Kingdom of Saudi Arabia

Abstract

Barriers to Publishing in Peer-Reviewed Saudi Journals from the Perspective of Faculty Members at the College of Education, King Saud University This study aimed to identify the administrative, human, and research-related barriers that hinder faculty members from publishing in peer-reviewed Saudi journals, from their perspective. It also sought to determine whether statistically significant differences exist in the perceived barriers based on the variables of academic rank and academic specialization. The researcher used a questionnaire as the primary data collection tool, which was administered to a sample of 250 faculty members from the College of Education at King Saud University. The study revealed several key findings, most notably that the administrative (3.95 out of 5.00), human (3.85 out of 5.00), and research-related (3.76 out of 5.00) barriers significantly impact the ability of faculty members to publish in Saudi peer-reviewed journals, as perceived by the participants. The findings also indicate strong agreement among participants regarding the proposed mechanisms for overcoming these barriers. Furthermore, the study found no statistically significant differences in participants’ perceptions of the identified barriers attributable to the variables of academic rank or specialization. The study recommended streamlining the processes and reducing the time required for the approval and acceptance of research papers in peer-reviewed Saudi journals. It also emphasized the need to alleviate the administrative and teaching burdens placed on faculty members to allow them more time and focus for academic publishing.