Leadership Strategies for Integration of ICT in Kuwait Schools: Perceptions, Practices and Possibilities

Abstract

Several researchers have emphasized the significant role of Information and Communication Technology (ICT) in advancing the process of teaching and learning at schools. Therefore, a number of countries started to introduce ICT resources in all levels. Similarly, the Kuwaiti Ministry of Education (MoE) has recently mandated that all school staff meet certain standards to ensure that they have the ability to use ICT resources in their schools. However, the literature indicates that the integration of ICT in the classroom does not only rest in the hands of teachers; school principals also play a vital role in determining the success or failure of ICT use in the teaching process. This study sought to document the impact of Kuwaiti secondary school principals on their teachers’ attitude toward ICT embedding in classroom teaching. The multiple case studies approach was employed to access data from three secondary schools in Kuwait. Both open ended questionnaires and focus group interviews with 15 teachers were used to collect the data. The data analysis showed that all participating teachers recognized the impact that their principals’ leadership practices had on ICT embedding. They highlighted the effectiveness of the principals’ stimulation and encouragement of ICT embedding, which resulted in a change to the teaching practices, making them more ICT related. The study revealed that school principals in Kuwait had less autonomy, authority, and opportunity to adopt unique practices and behaviours in leading their schools. Therefore, the study recommends that the MoE revisit its regulations, specifically, those related to the school principals’ roles and responsibilities.

Keywords: Kuwait, leadership practices, ICT embedding, qualitative, ICT