Determining the causal relationships among balanced scorecard perspectives on school safety performance: Case of Saudi Arabia

Article


Alolah, Turki, Stewart, Rodney A., Panuwatwanich, Kriengsak and Mohamed, Sherif. 2014. "Determining the causal relationships among balanced scorecard perspectives on school safety performance: Case of Saudi Arabia ." Accident Analysis and Prevention. 68, pp. 57-74. https://doi.org/10.1016/j.aap.2014.02.002
Article Title

Determining the causal relationships among balanced scorecard perspectives on school safety performance: Case of Saudi Arabia

ERA Journal ID13370
Article CategoryArticle
AuthorsAlolah, Turki, Stewart, Rodney A., Panuwatwanich, Kriengsak and Mohamed, Sherif
Journal TitleAccident Analysis and Prevention
Journal Citation68, pp. 57-74
Number of Pages18
YearJul 2014
PublisherEmerald
Place of PublicationUnited Kingdom
ISSN0001-4575
1879-2057
Digital Object Identifier (DOI)https://doi.org/10.1016/j.aap.2014.02.002
Web Address (URL)https://www.sciencedirect.com/science/article/pii/S0001457514000414
Abstract

In the public schools of many developing countries, numerous accidents and incidents occur because of poor safety regulations and management systems. To improve the educational environment in Saudi Arabia, the Ministry of Education seeks novel approaches to measure school safety performance in order to decrease incidents and accidents. The main objective of this research was to develop a systematic approach for measuring Saudi school safety performance using the balanced scorecard framework philosophy. The evolved third generation balanced scorecard framework is considered to be a suitable and robust framework that captures the system-wide leading and lagging indicators of business performance. The balanced scorecard architecture is ideal for adaptation to complex areas such as safety management where a holistic system evaluation is more effective than traditional compartmentalised approaches. In developing the safety performance balanced scorecard for Saudi schools, the conceptual framework was first developed and peer-reviewed by eighteen Saudi education experts. Next, 200 participants, including teachers, school executives, and Ministry of Education officers, were recruited to rate both the importance and the performance of 79 measurement items used in the framework. Exploratory factor analysis, followed by the confirmatory partial least squares method, was then conducted in order to operationalise the safety performance balanced scorecard, which encapsulates the following five salient perspectives: safety management and leadership; safety learning and training; safety policy, procedures and processes; workforce safety culture; and safety performance. Partial least squares based structural equation modelling was then conducted to reveal five significant relationships between perspectives, namely, safety management and leadership had a significant effect on safety learning and training and safety policy, procedures and processes, both safety learning and training and safety policy, procedures and processes had significant effects on workforce safety culture, and workforce safety culture had a significant effect on safety performance.

KeywordsSafety; Schools; Safety performance evaluation; Saudi Arabia; Balanced scorecard; Systems theory; Partial least squares; Exploratory factor analysis; Structural equation model
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020350505. Occupational and workplace health and safety
Public Notes

The accessible file is the accepted version of the paper. Please refer to the URL for the published version.

Byline AffiliationsGriffith University
Saudi Ministry of Education, Saudi Arabia
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