Thesis (Ed. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

This study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school districts in the State of Kuwait. The quantitative sample included 560 volunteer participants who completed a survey that measures teachers’ values, practices, and their perspectives on school culture regarding teacher leadership. ANOVA was used to analyze the differences among school district location, years of teaching experience, and teacher’s education level. The findings suggested that there were no statistically significant correlations among teachers’ beliefs regarding teacher leadership and school location, years of experience, and education level. Also, there were no statistically significant correlations between teacher leadership practices and school location, years of experience, and education level. There were significant correlations between school climate conducive to teacher leadership and years of experience, without school location and education level. Moreover, the concept of teacher leadership was ambiguous in Kuwaiti kindergarten schools. There were some indications of opportunity for teacher leadership roles, but those roles were not considered effective by participants. Teacher participants believe that their roles are restricted, and this perspective was supported in part by the heads of department. Teachers enumerated some hindrances to teacher leadership, such as instability of ministry supervisors’ decisions; top-down, unilateral decision-making; and school administrations’ tight control of teachers’ roles to the level of organizing and running classrooms. Broader implementation of Kuwaiti school restructuring efforts employing a distributed leadership model among formal and informal leadership roles and positions is recommended to help improve quality of education, the teaching profession, and school reform. In the end, the most significant benefit would be gained by students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Philosophy

Thesis (Ph. D.)--Open University. BLDSC no. DX81690. / 2 volumes.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2534. Includes bibliographical references (leaves 124-129).

Thesis (M. Ed.)--University of Hong Kong, 2007. / Also available in print.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 95-98). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 238-268). Also available in print.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.