Papers by Dr. Mohammed AlSharija
International Journal of Leadership in Education
This study investigates the impact of external power holders’ interference as a form of corruptio... more This study investigates the impact of external power holders’ interference as a form of corruption in the educational system of Kuwait, as well as systems that could be established within the Ministry of Education (MoE) to prevent pressure and interference by power holders. The term Wasta, ‘the abuse of public office for private gain’ is deeply rooted in the conscience of most Kuwaitis. Semi-structured interviews were conducted with educational leaders, and after analysis of the data, two main themes emerged, namely: (1) External interventions and the use of Wasta, and (2) Solutions proposed by the participants to improve systems within the MoE to protect educational leaders and prevent external pressure and interference from individuals or groups. Taken together, these themes constitute the main findings of this research. This study is significant because it is the first time educational leaders with experience in the day-to-day workings of Kuwait’s educational system have validated the prevalence of Wasta and its negative effects on educational outcomes. The study recommends that further research should be conducted on higher education institutions and private schools, and international implications have been reported.
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International Journal of Leadership in Education, 2022
This study investigates the impact of external power holders’ interference as a form of corruptio... more This study investigates the impact of external power holders’ interference as a form of corruption in the educational system of Kuwait, as well as systems that could be established within the Ministry of Education (MoE) to prevent pressure and interference by power holders. The term Wasta, ‘the abuse of public office for private gain’ is deeply rooted in the conscience of most Kuwaitis. Semi-structured interviews were conducted with educational leaders, and after analysis of the data, two main themes emerged, namely: (1) External interventions and the use of Wasta, and (2) Solutions proposed by the participants to improve systems within the MoE to protect educational leaders and prevent external pressure and interference from individuals or groups. Taken together, these themes constitute the main findings of this research. This study is significant because it is the first time educational leaders with experience in the day-to-day workings of Kuwait’s educational system have validated the prevalence of Wasta and its negative effects on educational outcomes. The study recommends that further research should be conducted on higher education institutions and private schools, and international implications have been reported.
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مجلة دراسات الخليج والجزيرة العربية, 2017
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Office of Education Research Faculty of Education, 2012
Globalisation and the emergence of knowledge-based economies have forced many countries to reform... more Globalisation and the emergence of knowledge-based economies have forced many countries to reform their education system. The enhancement of human capital to meet modern day demands of a knowledge economy, and equip the new generation with the capacity to meet the challenges of the 21st Century has become a priority. This change is particularly necessary in economies typical of countries, such as Kuwait, which have been dependent on the exploitation of non-renewable natural resources. Transiting from a resource-based economy to an economy based on knowledge and intellectual skills poses a key challenge for an education system. Significant in the development of this new economy has been the expansion of Information Communication Technology (ICT). In education, in particular, ICT is a tool for transforming the education setting. However, transformation is only successful where there are effective change management strategies and appropriate leadership. At the school level, rapid changes have affected the role that principals take particularly in relation to leading the change process. Therefore, this study investigated the leadership practices of school principals for embedding ICT into schools. The case study assessed two Kuwaiti secondary schools; both schools had well established ICT programs. The mode of data collection used a mixed-methods design, to address the purpose of the study, namely, to examine the leadership practices of school principals when managing the change processes associated with embedding ICT in the context of Kuwait. A theoretical model of principal leadership, developed, from the literature, documented and analysed the practices of the respective school principals. The study used the following five data sources: (a) face to face interviews (with each school principal), and two focus group interviews (with five teachers and five students, from each school); (b) school documents (related to the implementation and embedding of ICT); (c) one survey (of all teachers in each school); (d) an open-ended questionnaire (of participating principals and teachers); and (e) the observation of ICT activities (PD ICT activities and instruction meetings). The study revealed a range of strategies used by the principals and aligned with the theoretical perspective. However, these strategies needed to be refined and selectively used to fit the Kuwait context, both culturally and organisationally. The principals of Schools A and B employed three key strategies to maximise the impact on the teaching staff incorporating ICT into their teaching and learning practices. These strategies were: (a) encouragement for teaching staff to implement ICT in their teaching; (b) support to meet the material and human needs of teaching staff using ICT; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. The strategies provided the basic leadership practices required to construct a successful ICT embedded implementation process. Hence, a revised model of leadership that has applicability in the adoption of ICT in Kuwait was developed. The findings provide a better understanding of how a school principal’s leadership practices impact upon the ICT embedding process. Hence, the outcome of this study informs emerging countries, which are also undergoing major change related to ICT, for example, other members of the Cooperation Council for the Arab States of the Gulf. From an educational perspective, this knowledge has the potential to support ICT-based learning environments that will help educational practitioners to effectively integrate ICT into teaching and learning that will facilitate students’ ICT engagement, and prepare them for the ICT development challenges that are associated with the new economy; this is achieved by increasing students’ knowledge and performance. Further, the study offers practical strategies that have been shown to work for school principals leading ICT implementation in Kuwait. These strategies include how to deal with the shortage in schools’ budgets, and the promotion of the ICT vision, as well as developing approaches to build collaborative culture in the schools.
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Journal of Education and Practice, 2012
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Journal of International Education Research (JIER), 2012
Kuwait is an oil rich country planning for a future that is not dependent on exploiting natural r... more Kuwait is an oil rich country planning for a future that is not dependent on exploiting natural resources. A major policy initiative has been the introduction of Information Communication and Technology (ICT) to schools. However, contextual issues and teacher capabilities in the use of ICT have limited the success of this initiative. The study examines the leadership strategies of two secondary school principals whose schools have achieved this goal. The case study draws on intensive data collected through interviews of the principals, and teachers supported by document analysis and observations. Analysis was guided by theoretical perspectives drawn from the literature which identified a range of strategies used by the principals to manage change. The principals of Schools A and B employed three key strategies to maximise the impact on the teaching staff incorporating ICT into their teaching and learning practices. These strategies were: (a) encouragement for teaching staff to imple...
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هدفت الدراسة إلى معرفة درجة ممارسة رؤساء أقسام اللغة الإنجليزية لمهارات قيادة التغيير وأثر بعض ال... more هدفت الدراسة إلى معرفة درجة ممارسة رؤساء أقسام اللغة الإنجليزية لمهارات قيادة التغيير وأثر بعض المتغيرات في ذلك، واتبعت المنهج الوصفي لتحقيق أغراضها. وعليه، فقد تم بناء استبانة تكونت من (30) فقرة موزعة على خمس مجالات. وبعد التأكد من صدقها وثباتها تم تطبيقها على (173) معلما ومعلمة يعملون في (28) مدرسة، مناصفة بين مدارس الذكور والإناث، ومن مختلف المناطق التعليمية الست. وبعد إجراء العمليات الإحصائية المناسبة، أظهرت النتائج أن رؤساء أقسام اللغة الإنجليزية يمارسون جميع مهارات قيادة التغيير بدرجة مرتفعة، باستثناء مهارة التخطيط الاستراتيجي التي كانت بدرجة متوسطة، كما أظهرت النتائج أنه لا توجد فروق ذات دلالة إحصائية تعزى لمتغيري الجنس وسنوات الخبرة، بينما كانت هناك فروق تعزى لمتغير المنطقة التعليمية بين الفروانية والجهراء ولصالح الفروانية. وفي ضوء تلك النتائج قدمت الدراسة بعض التوصيات الإجرائية المستقبلية، كضرورة التركيز على مهارة التخطيط الاستراتيجي وتوظيف التكنولوجيا لخدمته، وكذلك إجراء المزيد من الدراسات حول أهمية قيادة التغيير وعن أهمية امتلاك المهارات المحققة له من قبل فئات مختلفة من أ...
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Educational Management Administration & Leadership
Kuwait is seeking to diversify its sources of income by modernizing the education system and prov... more 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) restruct...
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مجلة دراسات الخليج والجزيرة العربية, 2014
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The study aimed to identify Kuwaiti secondary school principals’ attitude towards implementing Sc... more The study aimed to identify Kuwaiti secondary school principals’ attitude towards implementing School-Based Management. Also to find whether these trends are varying according to the variables of: sex, and experience, or not. To achieve the objectives of the study, survey was developed, consisting of (37) items, spread over six dimensions, including: administrative affairs, curriculum and instructions, personnel affairs, student affairs, school facilities, and budget affairs. After ensuring the validity and reliability of the instrument, forty six surveys were randomly distributed. Only 32 principals (male and female) responded. After analyzing data, results showed that the principals hold positive attitude towards the implementation of School-Based Management in all dimensions, except the curriculum and instructions dimension where the results indicated the less interest. Data also revealed that there were differences in the responses of principals depending on their experience in administrative affairs, student affairs, school facilities, and budget affairs.
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The current study aimed at recognizing the key obstacles that deter teachers from participating i... more The current study aimed at recognizing the key obstacles that deter teachers from participating in decision making process in Kuwaiti Secondary Schools, and the effects of some variables on that. This study has followed the descriptive analysis method to achieve its objectives. Therefore, a questionnaire of 24 items was constructed, and distributed among three main sections which were: 1) the Teacher's section, 2) the director's section, and 3) the systems and rules section. Its validity had been made sure of by showing it to specialists in the field and its stability through Cronbach's alpha. Thus, it was administrated on 924 teachers from public education secondary schools in Kuwait, distributing it randomly among male and female schools. After suitable statistical processes. The results revealed that the obstacles of teachers came the first regarding the other obstacles. However, the systems and rules obstacles came the last. Moreover, the results didn't show any statistical differences according to the gander or qualifications. On the other hand, there were statistical differences because of experience for the less experienced. In light of these results, recommendations were proposed such as reconsidering the rules, instructions and systems that control the relation between the administrations and the teachers, and thus encouraging teachers’ participation, training directors before and during service on decision making and developing teamwork skills.
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هدفت الدراسة إلى معرفة درجة ممارسة رؤساء أقسام اللغة الإنجليزية لمهارات قيادة التغيير وأثر بعض ال... more هدفت الدراسة إلى معرفة درجة ممارسة رؤساء أقسام اللغة الإنجليزية لمهارات قيادة التغيير وأثر بعض المتغيرات في ذلك. واتبعت الدراسة المنهج الوصفي لتحقيق أغراضها، وعليه تم بناء استبانة تكونت من (30) فقرة موزعة على خمس مجالات. وبعد التأكد من صدقها وثباتها تم تطبيقها على (173) معلماً ومعلمة يعملون في (28) مدرسة، مناصفة بين مدارس الذكور والإناث، ومن مختلف المناطق التعليمية الست. وبعد إجراء العمليات الإحصائية المناسبة، أظهرت النتائج أن رؤساء أقسام اللغة الإنجليزية يمارسون جميع مهارات قيادة التغيير بدرجة مرتفعة، باستثناء مهارة التخطيط الاستراتيجي فكانت بدرجة متوسطة. كما أظهرت النتائج أنه لا توجد فروقاً ذات دلالة إحصائية تعزى لمتغيري الجنس وسنوات الخبرة، بينما كانت هناك فروقاً تعزى لمتغير المنطقة التعليمية بين الفروانية والجهراء ولصالح الفروانية، وفي ضوء تلك النتائج قدمت الدراسة بعض التوصيات الإجرائية المستقبلية، كضرورة التركيز على مهارة التخطيط الاستراتيجي وتوظيف التكنولوجيا لخدمته، وكذلك إجراء المزيد من الدراسات حول أهمية قيادة التغيير وعن أهمية امتلاك المهارات المحققة له من قبل فئات مختلفة من أصحاب القرار التربوي.
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ان الوقت عامل حاسم في حياة البشر، لذا صيغ العديد من الاستراتيجيات بهدف استغلال الوقت بصورة مثالية... more ان الوقت عامل حاسم في حياة البشر، لذا صيغ العديد من الاستراتيجيات بهدف استغلال الوقت بصورة مثالية. منها استراتيجيات توظيف تكنولوجيا المعلومات والاتصال في المؤسسات المختلفة بقصد رفع مستوي الأداء فيها. هدفت هذه الدراسة إلى الكشف عن أثر استخدام تكنولوجيا المعلومات والاتصال على كفاءة إدارة الوقت لدى مديري المدارس الثانوية بدولة الكويت، كما هدفت إلى بيان ما إذا كان هناك فروق ذات دلالة إحصائية في أثر استخدام تكنولوجيا المعلومات والاتصال على كفاءة إدارة الوقت لدى مديري المدارس الثانوية بدولة الكويت تعزى لمتغيرات: الجنس، الخبرة، الاشتراك بدورات ذات طابع تكنولوجي. واتبعت الدراسة المنهج الوصفي التحليلي، حيث تم بناء استبيان يقيس أثر استخدام تكنولوجيا المعلومات والاتصال على كفاءة إدارة الوقت لدى مدراء المدارس، وتكون الاستبيان من (29) فقرة، موزعة على أربعة مجالات هي (البرمجيات الالكترونية، قواعد البيانات، وسائل الاتصال الالكترونية، والانترنت)، وتم توزيعه على جميع أفراد مجتمع الدراسة(27) مديرا ومديرة في محافظة الفروانية. وأظهرت النتائج أثرا مرتفعا لاستخدام تكنولوجيا التعليم والاتصال على كفاءة إدارة الوقت حيث بلغ المتوسط الحسابي(4,29) وبنسبة مئوية بلغت(85,8%)، فيما لم تظهر فروق ذات دلالة إحصائية تعزى لأي من متغيرات الدراسة المستقلة، وفي ضوء هذه النتائج قدمت الدراسة بعضا من التوصيات الإجرائية المستقبلية.
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Kuwait is described as an oil rich country and has its own plans to diversify its economy. Accord... more Kuwait is described as an oil rich country and has its own plans to diversify its economy. Accordingly, government of Kuwait has developed strategies in several sectors willing to improve its economy. One of the developing strategies focused on reforming the education system. Implementation of ICT in the education was proposed to promote the educational system. Due to the important role of schools principals in leading change and development, this study expected to reveal the effective leadership practices of six high schools' principals from the teachers' perspectives, in order to provide a rich description of the skills, practices and strategies adopted by these principals in light of the Kuwaiti society culture. The study has adopted a questionnaire as a tool to collect data, which is developed from the available theoretical literature. The questionnaire included 24 items distributed among six main dimensions; (1) building collaboration, (2) setting direction,(3) leading PD activities,(4) leading ICT implementation,(5) motivating staff,(6) principal agency. 240 teachers (male & female) were surveyed in the study. Results have shown that the principals were practiced the suggestions leadership practices to stimulate ICT use in learning and teaching processes; with a high percentage (78.2%), with a mean of (3.91%). Moreover, results indicated no statistically significance of the independent variables according to the study sample. A number of recommendations were suggested in the study according to the given results.
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هدفت الدراسة إلى الكشف عن واقع استخدام مديري المدارس الثانوية في دولة الكويت لتكنولوجيا المعلومات... more هدفت الدراسة إلى الكشف عن واقع استخدام مديري المدارس الثانوية في دولة الكويت لتكنولوجيا المعلومات والاتصال في الشؤون الإدارية، ولتحقيق هذه الغاية قام الباحثان بتصميم استبانة تكونت من (48) فقرة، موزعة على ثلاثة مجالات، هي، أولاً: توافر مصادر تكنولوجيا المعلومات والاتصال، ثانياً: درجة الاستخدام لتكنولوجيا المعلومات والاتصال في الشؤون الإدارية، ثالثاً: معوقات استخدام تكنولوجيا المعلومات والاتصال في المدرسة الكويتية من وجهة نظر مديري المدارس. وقدمت الدراسة عدداً من التوصيات الإجرائية، منها الدعوة للاستثمار بالبنية التحتية التكنولوجية، وكذلك ضرورة توعية المديرين بأهمية تكنولوجيا المعلومات والاتصال في الشؤون الإدارية.
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Several researchers have emphasized the significant role of Information and Communication Technol... more 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.
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Globalisation and the emergence of knowledge-based economies have forced many countries to reform... more Globalisation and the emergence of knowledge-based economies have forced many countries to reform their education system. The enhancement of human capital to meet modern day demands of a knowledge economy, and equip the new generation with the capacity to meet the challenges of the 21st Century has become a priority. This change is particularly necessary in economies typical of countries, such as Kuwait, which have been dependent on the exploitation of non-renewable natural resources. Transiting from a resource-based economy to an economy based on knowledge and intellectual skills poses a key challenge for an education system. Significant in the development of this new economy has been the expansion of Information Communication Technology (ICT). In education, in particular, ICT is a tool for transforming the education setting. However, transformation is only successful where there are effective change management strategies and appropriate leadership. At the school level, rapid changes have affected the role that principals take particularly in relation to leading the change process. Therefore, this study investigated the leadership practices of school principals for embedding ICT into schools.
The case study assessed two Kuwaiti secondary schools; both schools had well established ICT programs. The mode of data collection used a mixed-methods design, to address the purpose of the study, namely, to examine the leadership practices of school principals when managing the change processes associated with embedding ICT in the context of Kuwait. A theoretical model of principal leadership, developed, from the literature, documented and analysed the practices of the respective school principals. The study used the following five data sources: (a) face to face interviews (with each school principal), and two focus group interviews (with five teachers and five students, from each school); (b) school documents (related to the implementation and embedding of ICT); (c) one survey (of all teachers in each school); (d) an open-ended questionnaire (of participating principals and teachers); and (e) the observation of ICT activities (PD ICT activities and instruction meetings).
The study revealed a range of strategies used by the principals and aligned with the theoretical perspective. However, these strategies needed to be refined and selectively used to fit the Kuwait context, both culturally and organisationally. The principals of Schools A and B employed three key strategies to maximise the impact on the teaching staff incorporating ICT into their teaching and learning practices. These strategies were: (a) encouragement for teaching staff to implement ICT in their teaching; (b) support to meet the material and human needs of teaching staff using ICT; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. The strategies provided the basic leadership practices required to construct a successful ICT embedded implementation process. Hence, a revised model of leadership that has applicability in the adoption of ICT in Kuwait was developed.
The findings provide a better understanding of how a school principal’s leadership practices impact upon the ICT embedding process. Hence, the outcome of this study informs emerging countries, which are also undergoing major change related to ICT, for example, other members of the Cooperation Council for the Arab States of the Gulf. From an educational perspective, this knowledge has the potential to support ICT-based learning environments that will help educational practitioners to effectively integrate ICT into teaching and learning that will facilitate students’ ICT engagement, and prepare them for the ICT development challenges that are associated with the new economy; this is achieved by increasing students’ knowledge and performance. Further, the study offers practical strategies that have been shown to work for school principals leading ICT implementation in Kuwait. These strategies include how to deal with the shortage in schools’ budgets, and the promotion of the ICT vision, as well as developing approaches to build collaborative culture in the schools.
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Papers by Dr. Mohammed AlSharija
The case study assessed two Kuwaiti secondary schools; both schools had well established ICT programs. The mode of data collection used a mixed-methods design, to address the purpose of the study, namely, to examine the leadership practices of school principals when managing the change processes associated with embedding ICT in the context of Kuwait. A theoretical model of principal leadership, developed, from the literature, documented and analysed the practices of the respective school principals. The study used the following five data sources: (a) face to face interviews (with each school principal), and two focus group interviews (with five teachers and five students, from each school); (b) school documents (related to the implementation and embedding of ICT); (c) one survey (of all teachers in each school); (d) an open-ended questionnaire (of participating principals and teachers); and (e) the observation of ICT activities (PD ICT activities and instruction meetings).
The study revealed a range of strategies used by the principals and aligned with the theoretical perspective. However, these strategies needed to be refined and selectively used to fit the Kuwait context, both culturally and organisationally. The principals of Schools A and B employed three key strategies to maximise the impact on the teaching staff incorporating ICT into their teaching and learning practices. These strategies were: (a) encouragement for teaching staff to implement ICT in their teaching; (b) support to meet the material and human needs of teaching staff using ICT; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. The strategies provided the basic leadership practices required to construct a successful ICT embedded implementation process. Hence, a revised model of leadership that has applicability in the adoption of ICT in Kuwait was developed.
The findings provide a better understanding of how a school principal’s leadership practices impact upon the ICT embedding process. Hence, the outcome of this study informs emerging countries, which are also undergoing major change related to ICT, for example, other members of the Cooperation Council for the Arab States of the Gulf. From an educational perspective, this knowledge has the potential to support ICT-based learning environments that will help educational practitioners to effectively integrate ICT into teaching and learning that will facilitate students’ ICT engagement, and prepare them for the ICT development challenges that are associated with the new economy; this is achieved by increasing students’ knowledge and performance. Further, the study offers practical strategies that have been shown to work for school principals leading ICT implementation in Kuwait. These strategies include how to deal with the shortage in schools’ budgets, and the promotion of the ICT vision, as well as developing approaches to build collaborative culture in the schools.
The case study assessed two Kuwaiti secondary schools; both schools had well established ICT programs. The mode of data collection used a mixed-methods design, to address the purpose of the study, namely, to examine the leadership practices of school principals when managing the change processes associated with embedding ICT in the context of Kuwait. A theoretical model of principal leadership, developed, from the literature, documented and analysed the practices of the respective school principals. The study used the following five data sources: (a) face to face interviews (with each school principal), and two focus group interviews (with five teachers and five students, from each school); (b) school documents (related to the implementation and embedding of ICT); (c) one survey (of all teachers in each school); (d) an open-ended questionnaire (of participating principals and teachers); and (e) the observation of ICT activities (PD ICT activities and instruction meetings).
The study revealed a range of strategies used by the principals and aligned with the theoretical perspective. However, these strategies needed to be refined and selectively used to fit the Kuwait context, both culturally and organisationally. The principals of Schools A and B employed three key strategies to maximise the impact on the teaching staff incorporating ICT into their teaching and learning practices. These strategies were: (a) encouragement for teaching staff to implement ICT in their teaching; (b) support to meet the material and human needs of teaching staff using ICT; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. The strategies provided the basic leadership practices required to construct a successful ICT embedded implementation process. Hence, a revised model of leadership that has applicability in the adoption of ICT in Kuwait was developed.
The findings provide a better understanding of how a school principal’s leadership practices impact upon the ICT embedding process. Hence, the outcome of this study informs emerging countries, which are also undergoing major change related to ICT, for example, other members of the Cooperation Council for the Arab States of the Gulf. From an educational perspective, this knowledge has the potential to support ICT-based learning environments that will help educational practitioners to effectively integrate ICT into teaching and learning that will facilitate students’ ICT engagement, and prepare them for the ICT development challenges that are associated with the new economy; this is achieved by increasing students’ knowledge and performance. Further, the study offers practical strategies that have been shown to work for school principals leading ICT implementation in Kuwait. These strategies include how to deal with the shortage in schools’ budgets, and the promotion of the ICT vision, as well as developing approaches to build collaborative culture in the schools.