Secondary School Principals as Change Agents in Kuwait: Principals' Perspectives

Autor/inn/en	Alsharija, Mohammed; Watters, James J.
Titel	Secondary School Principals as Change Agents in Kuwait: Principals' Perspectives
Quelle	In: Educational Management Administration & Leadership, 49 (2021) 6, S.883-903 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alsharija, Mohammed) ORCID (Watters, James J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220925090
Schlagwörter	Principals; Secondary Schools; Administrator Attitudes; Leadership Role; Role Perception; Change Agents; Change Strategies; Barriers; Program Implementation; Educational Development; Developing Nations; Educational Planning; Trust (Psychology); Administrative Organization; Professional Autonomy; School Restructuring; Foreign Countries; Kuwait + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Sekundarschule; Role conception; Rollenverständnis; Lösungsstrategie; Bildungsentwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsplanung; Berufsfreiheit; Schulreformplan; Schulumwandlung; Ausland
Abstract	Kuwait is seeking to diversify its sources of income by modernizing the education system and providing its young people with the knowledge and skills needed for life in the 21st century. To this end, it is constantly trying to improve the whole educational system by introducing developmental projects and policies. Central to this process is the role played by school principals. However, contextual issues and challenges have limited the success of these initiatives. The present study investigates how secondary school principals describe their role as change agents and what supports they need as change agents. Therefore, the study has investigated in some depth the views and concerns of a group of secondary school principals about this role and the challenges associated with the implementation of change. The findings reveal four major demands from the participants, namely, (1) enhance planning practices (2) build trust with the educators, (3) autonomy/decentralization and (4) restructuring schools. The study suggests that the current change strategy adopted should be revised to include appropriate procedures and supports. The recommendations proposed here could provide support to principals, considered here as implementers, and could contribute to the guidance of neighbouring countries, which are also undergoing major educational changes. It is hoped that other developing countries may benefit from by learning about the change strategy investigated in this research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01