The influence of heads of departments’ instructional leadership, cooperation, and administrative support on school-based professional learning in Kuwait

Abstract

This article investigates the influence of head of department instructional leadership, collegial cooperation, and school administration support on the perspectives of 649 teachers in Kuwait toward school-based professional learning. The study used a quantitative questionnaire, and teachers expressed positive school-based learning experiences. The multiple regression analysis revealed that this learning was significantly related to collegial cooperation, head of department instructional leadership, and school administrative support. The results of the study contribute to understanding the way that instructional leadership, cooperation, and school administration support interact and contribute to teachers’ school-based professional learning.

School middle leaders as instructional leaders: building the knowledge base of instruction-oriented middle leadership

“…, 2015). These include encouraging collaborative networks (Alsaleh, 2020), sustaining professional dialogue and facilitating internal and external activities to expand opportunities for teacher learning (Bryant et al. , 2020).…”

“…, 1987; Ogina, 2017; Spillane and Diamond, 2007). Influential amongst these leaders are department heads (e.g., Alsaleh, 2020). Therefore, successful instructional leadership is layered (Gurr, 2015; Leithwood et al.…”

“…Subsequent research has supported this finding and shown that improving instruction is most successful when shared between the principal and other school leaders (Costanza et al, 1987;Ogina, 2017;Spillane and Diamond, 2007). Influential amongst these leaders are department heads (e.g., Alsaleh, 2020). Therefore, successful instructional leadership is layered (Gurr, 2015;Leithwood et al, 2020).…”

Required competencies for e-learning among science and mathematics supervisors: post-pandemic features of education

“…Lastly, the head of supervisors in the district participates in the development of general education policy and planning improvements to the educational process, while providing expertise to the department heads in each academic educational field. This role also involves a follow-up on the professional development and training for teachers, curriculum development, and analysis of and reporting on exam results (Alsaleh, 2020).…”

“…Although growing evidence of the importance of ICT, the MOE still focuses on training programs that are oriented toward PCK with limited courses related to the aforementioned skills (Alhashem, 2021). At present, the MOE provides three types of training for teachers: two-week training courses for beginner teachers, two-week training courses for promoted department heads, and a training course for curriculum development, evaluations, and assessments (Alsaleh, 2020; National Institute of Education Kuwait, 2013).…”