This article investigates the influence of head of department instructional leadership, collegial cooperation, and school administration support on the perspectives of 649 teachers in Kuwait toward school-based professional learning. The study used a quantitative questionnaire, and teachers expressed positive school-based learning experiences. The multiple regression analysis revealed that this learning was significantly related to collegial cooperation, head of department instructional leadership, and school administrative support. The results of the study contribute to understanding the way that instructional leadership, cooperation, and school administration support interact and contribute to teachers’ school-based professional learning.
AhmedA (2014) The role of the university diploma program in the professional development of teachers in Education College in Sudan University of Science and Technology. Journal of Human Sciences15(1): 150–173.
2.
Al ShammariITestermanJHalimF (2020) Exploring teachers’ attitudes towards teachers’ learning community in government schools in kuwait. Journal of Educational and Social Research10(1): 206–217.
3.
AlmeianH (2012) The availability of stimulating workplace of novice Arabic teachers and its impact on their vocational development (Arabic reference). Educational Journal27(105): 55–84.
4.
AlqahtaniA (2018) Teacher perception of professional development in Kuwait compared to professional learning standards. Dissertation presented to the graduate faculty of St. Louis University.
5.
AlsalehA (2014) The Relationship Between the Perception of Distributed Leadership and the Degree of Participation in Ministry Decisions on Teachers’ Organizational Commitment in the State of Kuwait. Doctoral dissertation, Pennsylvania state University. Available at: https://etda.libraries.psu.edu/files/final_submissions/9430.
6.
AlsalehAAlabdulhadiMAlrwaishedN (2017) Impact of peer coaching strategy on pre-service teachers’ professional development growth in Kuwait. International Journal of Educational Research86: 36–49.
7.
AlsalehA (2019) Investigating instructional leadership in Kuwait’s educational reform context: school leaders’ perspectives. School Leadership & Management39(1): 96–120.
8.
BarrettAM (2005) Teacher accountability in context: Tanzanian primary school teachers’ perceptions of local community and education administration. Compare35(1): 43–61.
9.
BautistaAOrtega-RuizR (2017) Teacher professional development: international perspectives and approaches. Psychology, Society, & Education7(3): 240–251.
10.
BendiksonLRobinsonVHattieJ (2012) Principal instructional leadership and secondary school performance. Set: Research Information for Teachers1(2): 2–8.
11.
BusherHHarrisA (1999) Leadership of school subject areas: tensions and dimensions of managing in the middle. School Leadership & Management19(3): 305–317.
12.
CampbellJC (2017) A Model for Improving Teacher Engagement Through Administrative Support. Dissertation, Florida Atlantic University, FL, USA.
13.
CarlessDR (2006) Good practices in team teaching in Japan, South Korea and Hong Kong. System34(3): 341–351.
14.
CarneyS (2000) Getting the most out of school-based initial teacher education: professional development possibilities for teachers. Improving Schools3(2): 31–37.
15.
ChaabanYAbu-TinehA (2017) Instructional coaches’ perceptions of professional development: an exploration of the Qatari school-based support program. International Journal of Mentoring and Coaching in Education6(4): 266–284.
16.
CohenLManionLMorrisonK (2007) Research Methods in Education. London and New York: Routledge.
17.
CrumKSShermanWHMyranS (2010) Best practices of successful elementary school leaders. Journal of Educational Administration48(1): 48–63.
18.
DareshJCMaleT (2001) Pluses and minuses of British headteacher reform: toward a vision of instructional leadership. In: The annual meeting of the University Council for Education Administration, Cincinnati, OH, 2-4 November.
19.
Darling-HammondLMcLaughlinMW (2011) Policies that support professional development in an era of reform. Phi Delta Kappan92(6): 81–92.
20.
Darling-HammondLRichardsonN (2009) Research review/teacher learning: what matters. Educational leadership66(5): 46–53.
21.
DeeJRHenkinABSingletonCA (2006) Organizational commitment of teachers in urban schools: examining the effects of team structures. Urban Education41(6): 603–627.
22.
DinhamS (2005) Principal leadership for outstanding educational outcomes. Journal of Educational Administration43(4): 338–356.
23.
DinhamS (2007) The secondary head of department and the achievement of exceptional student outcomes. Journal of Educational Administration45(1): 62–79.
24.
FoleyRM (2001) Professional development needs of secondary school principals of collaborative-based service delivery models. The High School Journal85(1): 10–23.
25.
FrostD (2010) Teacher leadership and educational innovation. Zbornik Instituta Za Pedagoska Istrazivanja42(2): 201–216.
26.
FurlongJCochran-SmithMBrennanM (eds) (2013) Policy and Politics in Teacher Education: International Perspectives. London: Routledge.
27.
GallimoreRErmelingBSaundersW, et al. (2009) Moving the learning of teaching closer to practice: teacher education implications of school-based inquiry teams. The Elementary School Journal109(5): 537–553.
28.
GaretMSPorterACDesimoneL, et al. (2001) What makes professional development effective? Results from a national sample of teachers. American Education Research Journal38(4): 915–945.
29.
GhamrawiN (2010) No teacher left behind: Subject leadership that promotes teacher leadership. Educational Management Administration & Leadership38(3): 304–320.
30.
GrahamP (2007) Improving teacher effectiveness through structured collaboration: a case study of a professional learning community. RMLE Online31(1): 1–17.
HallingerP (2003) Leading educational change: reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education33(3): 329–352.
33.
HallingerP (2011) A review of three decades of doctoral studies using the principal instructional management rating scale: a lens on methodological progress in educational leadership. Educational Administration Quarterly47(2): 271–306.
34.
HallingerPHammadW (2019) Knowledge production on educational leadership and management in Arab societies: a systematic review of research. Educational Management Administration & Leadership47(1): 20–36.
35.
HallingerPLeeM (2013) Exploring principal capacity to lead reform of teaching and learning quality in Thailand. International Journal of Educational Development33(4): 305–315.
36.
Hammersley-FletcherLBrundrettM (2005) Leaders on leadership: the impressions of primary school head teachers and subject leaders. School Leadership & Management25(1): 59–75.
37.
HaßlerBHennessySCrossA, et al. (2014) School-based professional development in a developing context: lessons learnt from a case study in Zambia. Professional Development in Education41(5): 806–825.
38.
HulinCNetemeyerRCudeckR (2001) Can a reliability coefficient be too high?Journal of Consumer Psychology10(1): 55–58.
39.
JacaNI (2013) The leadership role of the head of department in the teaching of mathematics. PhD Thesis, University of Pretoria, South Africa.
40.
KazemiEFrankeML (2004) Teacher learning in mathematics: using student work to promote collective inquiry. Journal of Mathematics Teacher Education7(3): 203–235.
41.
KelleyCSalisburyJ (2013) Defining and activating the role of department chair as instructional leader. Journal of School Leadership23(2): 287–323.
42.
KlarHW (2012) Fostering department chair instructional leadership capacity: laying the groundwork for distributed instructional leadership. International Journal of Leadership in Education15(2): 175–197.
KrathwohlD (2009) Methods of Educational and Social Science Research: The Logic of Methods. Long Grove, IL: Waveland Press.
45.
KrugerA (2003) Instructional leadership: the impact on the culture of teaching and learning in two effective secondary schools. South African Journal of Education23(3): 206–211.
46.
KunjeD (2002) The Malawi integrated in-service teacher education programme: an experiment with mixed-mode training. International Journal of Educational Development22(3-4): 305–320.
47.
LaveJWengerE (1991) Situated Learning: Legitimate Peripheral Participation. New York, NY: Cambridge University Press.
48.
LeithwoodKHarrisAHopkinsD (2008) Seven strong claims about successful school leadership. School Leadership and Management28(1): 27–42.
49.
LevineTHMarcusAS (2010) How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education26(3): 389–398.
50.
LinnGBGillPShermanR, et al. (2010) Evaluating the long-term impact of professional development. Professional Development in Education36(4): 679–682.
MatsumuraLCSteinbergJR (2002) Collaborative, school-based professional development settings for teachers: implementation and links to improving the quality of classroom practice and student learning. Report, University of California, Los Angeles, US. Available at: cresst.org/wp-content/uploads/TR568.pdf(accessed 29 October 2019).
53.
MeirinkJImantsJMeijerPC, et al. (2010) Teacher learning and collaboration in innovative teams. Cambridge Journal of Education40(2): 161–181.
MullisIVSMartinMOFoyP, et al. (2012) TIMSS 2011 International Results in Mathematics. Amsterdam, NL: International Association for the Evaluation of Educational Achievement (IEA). Available at: timssandpirls.bc.edu/timss2011/downloads/T11_IR_Mathematics_FullBook.pdf(accessed 28 October 2019).
58.
NasserRRomanowskiM (2011) Teacher perceptions of professional development in the context of national educational reform: the case of Qatar. International Journal of Training and Development15(2): 158–168.
59.
NewmannFMKingMBYoungsP (2000) Professional development that addresses school capacity: lessons from urban elementary schools. American Journal of Education108(4): 259–299.
60.
OhlssonJ (2013) Team learning: collective reflection processes in teacher teams. Journal of Workplace Learning25(5): 296–309.
61.
OlsenB (2008) How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly35(3): 23–40.
62.
OpferVDPedderD (2011) Conceptualizing teacher professional learning. Review of Educational Research81(3): 376–407.
63.
PrintySM (2008) Leadership for teacher learning: a community of practice perspective. Educational Administration Quarterly44(2): 187–226.
64.
RobinsonVMJ (2008) Forging the links between distributed leadership and educational outcomes. Journal of Educational Administration46(2): 241–256.
65.
SchumackerRELomaxRG (2004) A Beginner’s Guide to Structural Equation Modeling (2nd ed). Mahwah, NJ: Lawrence Erlbaum Associates.
66.
ShahM (2011) The dimensionality of teacher collegiality and the development of teacher collegiality scale. International Journal of Education3(2): 1–20.
67.
SmithCMestryRBambieA (2014) Roleplayers’ experiences and perceptions of heads of departments’ instructional leadership role in secondary schools. Education as Change17(1): 37–41.
68.
Sukru BellibasMBulutOGedikS (2017) Investigating professional learning communities in Turkish schools: the effects of contextual factors. Professional development in education, 43(3): 353–374.
69.
TamACF (2010) Understanding the leadership qualities of a head of department coping with curriculum changes in a Hong Kong secondary school. School Leadership & Management30(4): 367–386.
70.
TanCY (2012) Instructional leadership: toward a contextualised knowledge creation model. School Leadership & Management32(2): 183–194.
71.
TanLSAngKC (2015) A school-based professional development programme for teachers of mathematical modelling in Singapore. Journal of Mathematics Teacher Education19(5): 399–432.
72.
ThillmannKBachAWursterS, et al. (2015) School-based staff development in two federal states in Germany. International Journal of Educational Management29(6): 714–734.
73.
TimperleyHWilsonABarrarH, et al. (2007) Teacher Professional Learning and Development: Best Evidence Synthesis Iteration. Wellington, New Zealand: Ministry of Education. Available at: https://researchspace.auckland.ac.nz/handle/2292/12537 (accessed 19 February 2020).
74.
TroudiSAlwanF (2010) Teachers’ feelings during curriculum change in the United Arab Emirates: opening Pandora’s box. Teacher Development14(1): 107–121.
75.
WinokurIK (2013) Transformational leadership and transfer of teacher professional development to the classroom in the Kuwait public high school context. PhD Thesis, Lehigh University, US. Available at: preserve.lehigh.edu/cgi/viewcontent.cgi?article=2671&context=etd(accessed 29 October 2019).
