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

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) affect...

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Bibliographic Details
Published in:Educational management, administration & leadership administration & leadership, 2022-05, Vol.50 (3), p.392-412
Main Authors: Alazmi, Ayeshah Ahmed, Al-Mahdy, Yasser F Hendawy
Format: Article
Language:English
Subjects:
Administrative Organization
Correlation
Data Analysis
Education reform
Educational Change
Educational leadership
Educational Policy
Elementary School Teachers
Foreign Countries
Instructional Leadership
Leadership Styles
Policy Formation
Principals
School principals
Self Efficacy
Teacher Administrator Relationship
Teacher Attitudes
Teachers
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Summary: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.
ISSN:1741-1432
1741-1440
DOI:10.1177/1741143220957339