Distributed leadership applications in high schools in the State of Kuwait from teachers’ viewpoints

Aldaihani, Sultan Ghaleb

doi:10.1080/13603124.2018.1562096

Cited by 17 publications

(20 citation statements)

References 46 publications

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“…While summarising data from TALIS study across 32 countries, Liu et al (2018) conclude that compared with Europe and South America where stakeholders show greater involvement in school leadership responsibilities, Asia and North America have less leadership distribution in the school. These findings are supported by recent studies conducted in Asian countries such as Kuwait (Aldaihani, 2020), which showed that the degree of distributed leadership practiced in Kuwaiti schools was quite low. A major factor regarding limited distribution of leadership to teachers as reported from South Africa is the lack of trust (Sibanda, 2018).…”

Section: Distributed Leadershipsupporting

confidence: 81%

“…In this regard, the major steps to initiate the shift might be developing awareness among school leaders regarding the possibility and importance of distributed leadership. Studies in other Asian context such as Kuwait (Aldaihani, 2020) have also highlighted the importance of professional development programmes for school leaders to help them in realising their role in engaging multiple individuals for school improvement.…”

Section: Discussionmentioning

confidence: 99%

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Leadership practices of school principal through a distributed leadership lens: a case study of a secondary school in urban Pakistan

Nawab

Asad

2020

IJPL

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PurposeUnless the expertise of multiple teachers is availed, it is very unlikely for an individual leader to bring improvement especially at classroom level. This realization had led to the emergence of distributed leadership which is about engaging multiple individuals in leadership roles. The purpose of this study is to explore the role of school leadership in distributing leadership to teachers in a private secondary school in an urban context of Pakistan.Design/methodology/approachUsing qualitative approach and case study method, the research collects data from school leaders and teachers involved in leadership roles through interviews.FindingsIt was found that leadership facilitates distributed leadership through formulating a vision to develop teachers, enhancing the capacity of individuals involved in leadership roles, establishing a culture of trust, and creating opportunities for interaction and collaboration among teachers.Practical implicationsSchool leadership should distribute leadership to teachers in order to utilize the potential of multiple individuals which will ultimately lead to school improvement through initiatives from within. Educational reformers should incorporate the concept of distributed leadership in the professional development programmes designed for school leaders and teachers.Originality/valueThe study is first of its nature which reports on distributed leadership from a private sector school of Pakistan based on original data.

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Section: Distributed Leadershipsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Leadership practices of school principal through a distributed leadership lens: a case study of a secondary school in urban Pakistan

Nawab

Asad

2020

IJPL

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“…Therefore, school principals strive to perform honestly and truthfully, provide advocacy in Islamic values, share opinions, act in a trustworthy and transparent manner and show both intelligence and wisdom in leading teachers, students and the school community at large. However, Kuwaiti culture is characterized by high-power distance, where authority is exercised in a hierarchal relationship (Al-Daihani, 2019; Hofstede, 2001). Thus, high-power distance is reflected within the educational culture of Kuwaiti institutions, where school leaders tend to be more authoritative, less integrative and express discomfort with the recent trend of school management reforms.…”

Section: Theoretical Perspectivementioning

confidence: 99%

“…The Kuwaiti education system has initiated many reforms over the past 20 years, however most of them failed to produce the desired outcomes (Al-Saleh, 2019). These reforms explicitly recognized the lack in both skills and perspectives of effective principal leadership to effectuate the changes embedded within (Alqahtani et al, 2017; Al-Daihani, 2019). More specifically, these educational reforms required Kuwaiti school principals to embrace new roles as ‘instructional leaders’ and ‘moral leaders’ with more responsibility for delivering school objectives, managing the instructional programme, developing the school climate, and supervising student outcomes (Al-Saleh, 2019; Robinson et al, 2008; Stringer and Hourani, 2016).…”

Section: Introductionmentioning

confidence: 99%

Principal authentic leadership and teacher engagement in Kuwait’s educational reform context

Alazmi¹,

Al-Mahdy²

2020

Educational Management Administration & Leadership

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Scholars have asserted that a school principal’s authentic leadership can raise the engagement of teachers under their charge. This paper delves into this consideration, within the context of Kuwaiti educational reform, by investigating the extent to which principal authentic leadership (PAL) affects teacher engagement (TE) by enhancing their occupational self-efficacy (OSE). The study used a non-experimental, predictive survey design, obtaining data from 333 teachers in 25 primary schools in Kuwait. The study tested a set of hypotheses drawn from a conceptualized model developed from previous research studies using structural equation modelling (SEM). Results indicated the validation of this model describing how PAL affects teacher OSE and TE. Data analysis from this study indicated that PAL has a significant, positive effect upon TE, as does OSE. Furthermore, OSE mediates the relationship between PAL and TE. These findings contribute to our understanding for the effects of authentic leadership in Kuwait. As such, this study offers insight into how Kuwaiti policymakers may improve and support school leadership practices to realize the aims of the nation’s educational reform goals. Additionally, this study builds upon, and extends, the foundations established in earlier research endeavours regarding school principal leadership within centralized education systems and outside Western society.

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“…Professional development opportunities in some instances are insufficient and/or of low quality, or do not meet the needs of the trainees (Jacobs, Gordon & Solis, 2016). These scenarios are attributed to inadequate capacitation of district officials (Bantwini, & Diko, 2011) who provide such services, in turn leading to poor or inadequate teacher capacitation, which increases challenges in schools (Aldaihani, 2020). Inadequate teacher capacitation impedes the enhancement of teaching and learning opportunities (Dagnew, 2017;Nkambule, & Amsterdam, 2018).…”

Section: Introductionmentioning

confidence: 99%

Issues and challenges influencing school improvement opportunities for science and mathematics

Tsakeni

Munje

Jita

2021

CJES

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This qualitative interpretive study explores issues and challenges influencing school improvement opportunities for Science and Mathematics in selected South African high schools through a systems leadership lens. Unstructured interviews were conducted with 13 participants comprising a principal, deputy principals, heads of department (HODs) for Science and Mathematics, and Mathematics and Physical Sciences teachers in four schools. The data from the interviews were analysed using the constant comparison techniques, allowing for inductive theme and concept building through abstraction. Findings show that participants, irrespective of school context, were generally eager to enhance the teaching and learning of Science and Mathematics. These challenges include the curriculum policy, the role of the district education office, professional development, learner‑related challenges, and resources. It is recommended that the Department of Basic Education work closely with the relevant stakeholders, including teachers, to ensure context-friendly educational policies, thus ameliorating implementation challenges. Keywords: Issues and challenges, Science and Mathematics, school improvement, systems leadership

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Distributed leadership applications in high schools in the State of Kuwait from teachers’ viewpoints

Cited by 17 publications

References 46 publications

Leadership practices of school principal through a distributed leadership lens: a case study of a secondary school in urban Pakistan

Leadership practices of school principal through a distributed leadership lens: a case study of a secondary school in urban Pakistan

Principal authentic leadership and teacher engagement in Kuwait’s educational reform context

Issues and challenges influencing school improvement opportunities for science and mathematics

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