Principals’ knowledge of school law in Kuwait: implications for professional development

Abstract

PurposeThe purpose of this study is to examine a principal's knowledge of school law in Kuwait. It further aims to examine the relationship between a principal's knowledge of school law and other variables.Design/methodology/approachThe study employed a quantitative research paradigm. Data for this study, collected via survey, were collected from a sample of 369 public school principals.FindingsUsing descriptive and inferential statistical methods, the findings indicated that school principals have only limited knowledge about the legal rights of teachers and students. Furthermore, the results revealed a significant difference in knowledge of school law relative to a principal's gender, school level, years of experience, knowledge source and the number of completed school law training courses.Practical implicationsThe implications for professional development programs which prepare all school leaders to serve the needs of students’ and teachers’ rights are included.Originality/valueStudies showed that there is a lack of research regarding a principal's legal knowledge in the Arab countries. As such, this study examined a school principal's knowledge of school law in Kuwait and discussed the associated implications for principal professional development programs.

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“…Based on their responses to these questions, a legal knowledge score was calculated for each principal. The mean legal knowledge score of 59.5% was consistent with the results from overseas studies that have used surveys to assess principals' legal literacy (Alazmi, 2020;Eberwein, 2008;Findlay, 2007). Similarly, the range was reflective of the wide variation in principals' legal knowledge that has been reported in the literature (Boyd, 2017;Power, 2007;Stewart, 1996).…”