School principals' experiences of autonomy and accountability

Outcomes of the School Education Quality Improvement Project in Kuwait

Bibliographic Data

ID21591344
AuthorsMumirah Khalid Alajmi (0000-0002-2697-5127, Kuwait University, corresponding author)
Year2022
Volume36
Issue4
Pages606-617
Publication date2022-04-21
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Educational Management (JOURNAL)
Journal identifiersISSN: 0951-354X • E-ISSN: 1758-6518
PublisherEmerald (PUBLISHER)
DOI10.1108/ijem-09-2021-0366
OpenAlexW4223978377
LanguageEN
Citations received4
References cited24

Purpose This study aimed to explore Kuwaiti public school principals' experiences in relation to autonomy and accountability after the implementation of the School Education Quality Improvement Project, which aimed to increase the autonomy and accountability of Kuwaiti public schools. Design/methodology/approach This study adopted a qualitative approach using semistructured interviews with 24 Kuwaiti public school principals who had participated in the education reform project. Findings The study results indicated that Kuwaiti public school principals have limited autonomy in four main areas: accountability, personnel management, budget allocation and instructional programs. The results also revealed that the Integrated Education Reform Program failed to develop more autonomy in schools, creating a lack of balance between autonomy and accountability. Originality/value The study's findings on school principals' experiences of autonomy in the reform era will be informative for policymakers. Practical suggestions are provided to reduce the autonomy gap in schools

Accountability · Autonomy · Pedagogy · Political science · Public relations · Educational Assessment and Improvement · Psychology · Public Administration · Teacher Education and Leadership Studies

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