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

Ayeshah Ahmed Alazmi*, Yasser F.Hendawy Al-Mahdy

*المؤلف المقابل لهذا العمل

نتاج البحث: المساهمة في مجلةمراجعة النظراء

8 اقتباسات (Scopus)

ملخص

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.

اللغة الأصليةEnglish
الصفحات (من إلى)392-412
دوريةEducational Management Administration and Leadership
مستوى الصوت50
رقم الإصدار3
المعرِّفات الرقمية للأشياء
حالة النشرPublished - مايو 2022

ASJC Scopus subject areas

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