Leadership Practices of Kuwaiti Secondary School Principals for Embedding ICT

Mohammed Al-Sharija

BEd (PAAE, Kuwait); MEdAdmin (Amman Uni, Jordan)

Centre for Learning Innovation

Faculty of Education

Queensland University of Technology

Brisbane, Australia

Submitted in fulfilment of the requirements for the degree of Doctor of

Philosophy

March 2012

Key Words

Embedding ICT, ICT implementation, Information and Communication Technology (ICT), Leadership practices, Secondary School, Principals, Leading ICT change, Integration of ICT in education, Kuwait, Mixed methods.

Abstract

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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Table of Contents

KEY WORDS ...... I

ABSTRACT II

TABLE OF CONTENTS ...... IV

LIST OF FIGURES ...... X

LIST OF TABLES ...... XI

GLOSSARY XIII

LIST OF ABBREVIATIONS ...... XIV

STATEMENT OF ORIGINAL AUTHORSHIP ...... XV

ACKNOWLEDGEMENT ...... XVI

CHAPTER 1 INTRODUCTION ...... 1

1.1 Preview ...... 1

1.2 Background ...... 1

1.3 What is ICT?...... 3

1.4 Change Agency in Schools ...... 3

1.5 Context of the Study ...... 4

1.6 Research Problem ...... 6

1.7 Purpose of the Study ...... 7

1.8 Research Questions ...... 7

1.9 Objectives ...... 8

1.10 Significance of the Study...... 10

1.11 Thesis Structure...... 11

1.12 Summary ...... 13

CHAPTER 2 STATE OF KUWAIT...... 15

2.1 Demographic Information ...... 15

2.2 Education in Kuwait ...... 16

2.2.1 ICT in Education System ...... 19

2.2.2 School Principals ...... 22

2.3 Summary of the Chapter ...... 24

CHAPTER 3 LITERATURE REVIEW ...... 25

3.1 Preview ...... 25

3.2 Introduction ...... 26

3.3 Education and Information Communication Technology ...... 27

3.3.1 Defining ICT ...... 28

3.3.2 The Impact of ICT ...... 28

3.4 Change and ICT ...... 30

3.5 Theories of Change...... 31

3.5.1 Defining Change ...... 32

3.5.2 Rogers’ Theory “Diffusion of Innovation” ...... 32

3.6 Factors and Dilemmas Affecting Change...... 35

3.6.1 Factors Related to Implementation Approach...... 35

3.6.2 Factors Related to Culture ...... 36

3.6.3 Factors Related to Leadership ...... 37

3.7 Leadership in Educational Change ...... 39

3.7.1 Defining Leadership ...... 40

3.7.2 Differences between Leadership and Management ...... 41

3.8 Leadership Theories ...... 42

3.8.1 Transformational Leadership Models ...... 43

3.8.2 Summary of Leadership Theories ...... 48

3.9 School Principals’ Practices ...... 49

3.9.1 Changes in School Principals’ Roles ...... 51

3.10 Leadership Roles of School Principals ...... 53

3.10.1 Finance Management ...... 54

3.10.2 Setting Direction ...... 55

3.10.3 Developing Staff ...... 61

3.10.4 Building Collaboration ...... 65

3.10.5 Principal Agency ...... 69

3.11 Initial Framework of the Study ...... 71

3.12 Summary ...... 76

CHAPTER 4 METHODOLOGY ...... 77

4.1 Preamble ...... 77

4.2 Methodology ...... 77

4.2.1 Research Design ...... 78

4.2.2 Justification for Design ...... 78

4.2.3 Case Study Design ...... 79

4.2.4 Context ...... 82

4.3 Methods ...... 82

4.3.1 Case and Participants Selection ...... 82

4.3.2 Coding System ...... 84

4.3.3 Data Sources...... 87

4.3.4 Procedures ...... 96

4.4 Data Analysis ...... 96

4.4.1 Quantitative Data Analysis ...... 97

4.4.2 Qualitative Data Analysis ...... 97

4.5 Translation ...... 101

4.6 Validity and Reliability ...... 102

4.7 Ethics and Confidentiality ...... 104

4.8 Summary of the Chapter ...... 105

CHAPTER 5 CASE A ...... 107

5.1 Contextualised Information about the Site–Case: A ...... 107

5.2 School A Principal Interview Data ...... 109

5.2.1 Finance Management ...... 109

5.2.2 Setting Direction ...... 112

5.2.3 Developing Staff ...... 118

5.2.4 Building Collaboration ...... 125

5.2.5 Principal Agency ...... 130

5.2.6 Summary ...... 133

5.3 Teachers’ perspectives ...... 134

5.3.1 Finance Management ...... 135

5.3.2 Setting Direction ...... 138

5.3.3 Developing Staff ...... 141

5.3.4 Building Collaboration ...... 145

5.3.5 Principal Agency ...... 147

5.3.6 Summary ...... 150

5.4 The Extent of ICT Adoption in School A ...... 150

5.5 The Impact of the Principal’s Practices on ICT Embedding ...... 156

5.6 Summary of Chapter ...... 158

CHAPTER 6 CASE B ...... 161

6.1 Contextualised Information about the Site–Case: B ...... 161

6.2 School B Principal Interview Data ...... 163

6.2.1 Finance Management ...... 163

6.2.2 Setting Direction ...... 165

6.2.3 Developing Staff ...... 171

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6.2.4 Building Collaboration ...... 176

6.2.5 Principal Agency ...... 181

6.2.6 Summary ...... 185

6.3 Teachers’ Perspectives ...... 185

6.3.1 Finance Management ...... 186

6.3.2 Setting Direction ...... 188

6.3.3 Developing Staff ...... 191

6.3.4 Building Collaboration ...... 193

6.3.5 Principal Agency ...... 196

6.3.6 Summary ...... 199

6.4 The Extent of ICT Adoption in School B ...... 199

6.5 The Impact of the Principal’s Practices on ICT Embedding ...... 205

6.6 Summary of Chapter ...... 207

CHAPTER 7 DISCUSSION AND CONCLUSION ...... 209

7.1 Preview ...... 209

7.2 Overview of the study ...... 210

7.3 Principals’ and Staff’s Perceptions of Leadership Practices ...... 211

7.3.1 Finance Management ...... 211

7.3.2 Setting Direction ...... 215

7.3.3 Developing Staff ...... 221

7.3.4 Building Collaboration ...... 227

7.3.5 Principal Agency ...... 232

7.1 Third Research Question: The Extent of ICT Adoption in School 237

7.2 Fourth Research Question: the Impact of Principal’s Practices .... 240

7.3 Model of Effective Leadership Practices for ICT Embedding ...... 242

7.4 Contributions of the Study ...... 246

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7.4.1 General Contributions ...... 247

7.4.2 Specific Contributions for Kuwait ...... 247

7.5 Limitations ...... 248

7.6 Recommendations for Future Research ...... 249

7.7 Summary of the Chapter and Thesis Conclusion ...... 250

REFERENCES ...... 253

APPENDICES ...... 277

Appendix A: Survey Results ...... 279

Appendix B: An Arabic Version of the Survey ...... 283

Appendix C: Protocol of Interview for School Principal ...... 287

Appendix D: A Protocol of Focus Group Interview for Teachers: ...... 291

Appendix E: A Protocol of Focus Group Interview for School Students: ... 295

Appendix F: A Protocol of Observation ...... 297

Appendix G : An Arabic Version of School A Documents Cited ...... 299

Appendix H: School A Interview and Questionnaire Citations of Principal305

Appendix I: School A Interview and Questionnaire Citations of Teachers . 309

Appendix J: An Arabic Version of School B Documents Cited ...... 313

Appendix K: School B Interview and Questionnaire Citations of Principal 321

Appendix L: School B Interview and Questionnaire Citations of Teachers 327

List of Figures

Figure 2.1 School structure in Kuwait ...... 23

Figure 3.1 Supervising Professional Development Activities ...... 64

Figure 3.2 The Initial Framework of the Study ...... 75

Figure 4.1 Coding system of the interviewed informants...... 85

Figure 4.2 Coding system of documents ...... 86

Figure 4.3 Coding system of the questionnaire for school principal ...... 86

Figure 4.4 Coding system of the questionnaire for teachers ...... 87

Figure 4.5 Coding and identifying themes ...... 101

Figure 5.1 School A ICT computer lab facilities ...... 108

Figure 5.2 ICT infrastructure in Laboratory ...... 112

Figure 5.3 ICT related PD activities conducted by THDS ...... 121

Figure 5.4 ICT workshop ...... 123

Figure 5.5 Teachers using ICT devices in teaching ...... 153

Figure 6.1 School B: ICT facilities in Library ...... 162

Figure 6.2 ICT infrastructure for students in the Computer Laboratory ...... 166

Figure 6.3 ICT related PD opportunities for teachers ...... 173

Figure 6.4 Principal B’s data show presentation during a staff meeting ...... 182

Figure 6.5 Teacher incorproating ICT in teaching ...... 202

Figure 7.1 Revised Model of Effective Leadership Practices for Embedding ICT . 245

List of Tables

Table 3.1 Change Steps ...... 34

Table 3.2 Two Types and the Full Range of Leadership Model ...... 46

Table 4.1 Linking Research Questions and Data Collecting Method ...... 98

Table . 5.1 Teachers’ Perceptions on the Finance Management ...... 136

Table 5.2 Teachers' Perception on the Setting Direction ...... 139

Table 5.3 Teachers' Perception on the Developing Staff ...... 142

Table 5.4 Teachers' Perception on the Building Collaboration ...... 145

Table 5.5 Teachers’ Preception on the Principal Agency ...... 149

Table 5.6 Students' Perspectives ...... 154

Table 5.7 Teachers' Preception of Principal's Impact on ICT ...... 157

Table 6.1 Teachers’ Perception on the Finance Management ...... 188

Table 6.2 Teachers' Perception on the Setting Direction ...... 189

Table 6.3 Teachers' Perception on the Developing Staff ...... 192

Table 6.4 Teachers' Perception on the Building Collaboration ...... 195

Table 6.5 Teachers’ Preception on the Principal Agency ...... 198

Table 6.6 Students' Prespectives ...... 203

Table 6.7 Teachers' Preception of Principal's Practices Impact on ICT ...... 206

Table 7.1 Principals Practices with Respect to Finance Management ...... 212

Table 7.2 Principals Practices with Respect to Setting Direction ...... 217

Table 7.3 Principals Practices with Respect to Developing Staff ...... 223

Table 7.4 Comparison Between School A and B of ICT PD Sessions ...... 224

Table 7.5 Principals Practices with Respect to Building Collaboration ...... 227

Table 7.6 Principals Practices with Respect to Principal Agency ...... 233

Table 7.7 Principals Strategies Incorporated Into Leadership Practice ...... 236

Table 7.8 Principals, Teachers, and Students Perspectives ...... 237

Table 7.9 Teachers’ Responses on Survey Items 7 to 9 ...... 238

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Glossary

For embedding: illustrates the stage of implementation when the school is led towards full integration of ICT into everyday practices to enhance pedagogy.

Information Communication Technology (ICT): describes the range of technologies related to computers and education. The ICT term can be defined as any electronic or digital tool that facilitates us to access information, links us to communicate with each other, and to manage our work. This includes computers, electronic whiteboards, multimedia, the Internet, cell phones, low-cost video cameras, personal digital assistants, and laptops.

International Computer Driving Licence (ICDL): a certificate, issued by ECDL Foundation that requires the completion of seven units, namely: basic conception of information technology, using the computer and managing files, word-processing, database, presentation, information and communication.

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List of Abbreviations

ICT: Information Communication Technology

MoD: Ministry of Education in Kuwait

SDT: Self-determination Theory

DoI: Diffusion of Innovation Theory

PD: Professional Development

PD ICT: Professional development activities that are related to Information Communication Technology.

THDS: the Training and Human Development Sector of the Ministry of Education in Kuwait.

ISTE: The International Society for Technology in Education

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Statement of Original Authorship

The work contained in this thesis has not been previously submitted to meet requirements for an award at this or any other higher education institution. To best of my knowledge and belief, the thesis contains no material previously published or written by another person expect where due reference is made.

Moahmmed Alsharija

Date: 29/02/2012

Acknowledgement

I thank Associate Professor James J. Watters, my principal supervisor, for his commitment, advice, and guidance which have been professional, timely, and helpful. I appreciate his efforts in giving me the opportunity to explore and develop my profession. His inspiration has guided my further professional development. Professor James has helped and motivated me to develop both my language and my thinking skills. I admire his patience when reading my work, and suggesting directions for improvement.

I thank Associate Professor Peter Hudson, my co-supervisor, for his thoughtful and expert advice and guidance. I appreciate his efforts in giving me the opportunity to advance and enhance my professional capacity and skills. I found his suggestions in style, grammar and use of words most helpful.

I am deeply grateful to both of my supervisors for their support; even during their holiday time they supported and took care of me. I must confess that without their support and encouragement, this study would not have been possible.

I also thank Carmel Wild and Kerrie Petersen, the professional editors, who have spent their time proof-reading my thesis and giving me great suggestions, and comments in preparation for my thesis submission. Their support, encouragement, critical views and painstaking efforts have contributed to the quality of the thesis.

My warmest thanks Professor Mutlaq Al Enzi, Professor Jassim Al Hamdan, Dr. Ahmad Al Rashidi, Dr. Faiz Harb, Dr. Mahmoud Hosni, Mr. Nael Hendi, Mr. Ahmed Hassan (the private translator), and Mr. Jamal Mohammed, Mr, Ali Taki (who provided me support on the processes of developing and analysing the survey). A special thanks to Professor Mutlaq Al Enzi for his great support and encouragement before and after the commencement of my PhD study.

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My thanks also goes to all people involved in this study, specifically the principals, teachers and students of schools A and B. Without the support of both principals the data collection would have been an onerous task.

I would like to thank my colleague Mr. Mahmoud Sabri, the independent body, for his support in testing the pre-existing codes, and for the time he gave to meet and discuss the testing codes and processes.

Additionally, I thank QUT’s administration and staff for their financial support and the scholarship during the difficult times. Without their financial support, the thesis would not have been completed.

For their great support in Kuwait, I thank Dr. Mohammed Al-Hatalani and Dr. Safinaz Al Shatti; their encouragement and advice was much appreciated.

Finally, I give thanks to my family, especially my wife, Manal, for their loving support and encouragement during the last long eight years. My deepest appreciation goes to Manal. Your patience and inspiration has kept me going during those hard times of being separated from you, my family and home. I love my children and thank them for being in my life. Nora, Abdul-Aziz, Maryam, and my little angel Nof, your tolerance and love have meant so much while I have been away from you.

Finally, I thank all those who contributed to the completion of my study.

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Chapter 1 Introduction

1.1 Preview

The mandatory implementation of Information Communication Technology (ICT) policy in Kuwaiti schools has had a significant impact on the work and responsibility of school principals. Working as a head of department in a public Kuwaiti Secondary school, and working with four Secondary school principals during the last five years, has enabled the researcher to draw several observations regarding principals’ reactions to the implementation of ICT policy. In short, many Kuwaiti principals have been left feeling tense, confused and even ambivalent about the uptake of ICT. These anecdotal observations suggest that many principals are stressed about motivating teachers to embed ICT. Contributing to their anxiety is a sense of confusion and lack of policy direction, guidelines and support. Given this context, some principals lack the confidence to lead change in this direction and, therefore, have avoided the challenge. It is from these observations and experiences that the researcher’s interest in understanding principals’ actions has been generated. Put simply, the researcher was motivated by the desire to understand how the leadership practices of school principals influence the implementation and embedding of ICT in schools.

This Chapter presents the background to the study (Section 1.2 ), the context of the study (Section 1.5 ), the research problem (Section 1.6 ), the purpose of the study (Section 1.7 ), the research questions (Section 1.8 ), the research objectives (Section 1.9 ), the significance of the study (Section 1.10 ), and ends with a summary discussion of the layout of the thesis (Section 1.11 ).

1.2 Background

Globalisation and technological change have created a new global economy powered by information and communication technologies. “The pervasiveness of information and communication technologies (ICT)—from cell phones, to low-cost video cameras, personal digital assistants, and laptops wirelessly connected to the

Internet—has changed the way people live, work, and play” (Kozma, 2005, p. 2). Since Kozma’s statement, ICT has continued to impact on the daily life of people through Tablet devices, Cloud Computing, Web 2.0, and an emerging new world of the semantic web or Web 3.0. A technology catalysed expansion of communication has meant that knowledge is the currency of international trade and commerce (De Ferranti, Perry, Lederman, & Maloney, 2002). The rise in knowledge intensity is being driven by the combined forces of the information technology revolution and the increasing pace of technological change in science, engineering and medicine (Saunders, Brynjolfsson, LoBue, Meyer, & Samuel, 2007). A knowledge-based economy uses knowledge to create and support new and emerging industries. Industries that exist today will become extinct in a generation, and new industries and professions will supplant them. Therefore, education has to keep abreast of these changes. Education for an industrial age has been described as Fordist education (Renner, 1995; Jin & Stough, 1998). In contrast, education for this modern day, knowledge based, globalised era needs to prepare citizens appropriately for changing times (Graetz, Rimmer, Lawrence, & Smith, 2006; Pearson, 2003; Petit, 2002). The new economy is not based on the assembly line industrialisation or exploitation of natural resources. Instead, the economy depends largely on intellectual productivity (Beach, 2003; Day, 2001). This change raises serious challenges for educational institutions and has led many countries to plan how to capitalize on the growth of knowledge by developing strategies to integrate ICT into their educational systems (Yuen, Law, & Wong, 2003). Further, information communication technology (ICT) has become the basis for educational reform (Kozma, 2005).

As knowledge and creativity become critical components of the current age, Yuen et al. (2003) highlight the need to integrate ICT into schools. In practical terms, integrating ICT means changing the way daily routines in schools are performed and the way education is managed in general (Flecknoe, 2002; Ministry of Education, 2003). Although this evolution towards ICT may sound like common sense, Creighton (2003) stresses that the changes associated with ICT implementation are significant, and that this change is associated with behavioural adjustments and transformations.

1.3 What is ICT?

In recent times, the term Information Communication Technology (ICT) has been adopted to describe the range of technologies related to computers. The ICT term can be defined as any electronic or digital tool that facilitates us to access information, links us to communicate with each other, and to manage our work (Thatchenkery & Stough 2005). Presently, ICT, in the form of computers, electronic whiteboards, multimedia and the Internet, are seen as essential educational tools in classes. Also, ICT has been argued to support learning through a number of approaches (Beastall, 2006; Scrimshaw, 2004; The World Bank, 2008). ICT facilitates communication, increases access to information, provides greater access to learning for students with special educational needs, models and simulates a range of scientific phenomena, and generally motivates students to develop problem solving capabilities (Selinger, 2000). However, without competent users and an effective leader who facilitates ICT change in schools, most of the advantages of ICT integration would not be achieved.

1.4 Change Agency in Schools

As implicitly suggested by Fullan (2007) and Rogers (2003), change must be led by effective leaders to achieve change objectives. Naturally, in the case of schools, the formal leader is the principal. Fullan (1991) and Kaufman (1997) acknowledge that principals play a significant role in driving the change processes and the implementation of ICT in schools. According to Sergiovanni (2007) and Mumtaz (2000), principals have direct and indirect effects on teachers’ and students’ performance and attitudes. For example, principals are expected to establish a climate that provides consistent and frequent opportunities for the growth and development of all students and teachers. Principals have been described as motivators, leaders, administrators, monitors, supervisors, instructors, organisers, analysers, developers and facilitators. They play a critical role in supporting the change in schools and shaping school culture, whether in a negative or a positive way (Busher, 2006; Flanagan & Jacobsen, 2003; Lunenburg & Ornstein, 1991; Sergiovanni, 2007). This role challenges school principals to be more than mere managers. They need to assume major responsibilities for leading change in

3 curriculum development, developing a learning organisation, and fostering staff capabilities. As suggested by Flanagan and Jacobsen (2003), the roles played by principals in the area of technology in schooling are an emerging area of research:

Ongoing research is needed to understand the evolving role, competencies and dispositions towards technology and learning that principals require in order to be effective technology leaders, and how these are best developed and supported in practice (p. 140).

There have already been a number of studies designed to help understand the principal's roles, particularly those related to ICT. For example, Hayes (2006), who conducted three years of research using five case studies of ICT integration in New South Wales public schools, found that educational leaders struggle with new technologies, particularly embedding ICT in schools. He pointed out that introducing ICT in schools requires a variety of factors, such as professional development, principals’ ICT capacities, and ICT support. In addition, Wilmore and Betz (2000) identified that efficient leadership, change management skills and the development of effective learning communities are critical to guarantee the successful implementation of ICT in schools. The existing body of literature in this field concerning changes associated with ICT integration will be explored further in Chapter Three. However, there has been limited examination of the leadership practices of school principals for embedding ICT in the context of emerging countries. This deficiency suggests the need for specific studies that focus on the leadership practices of school principals to successfully embed ICT in schools in countries like Kuwait.

1.5 Context of the Study

This study examines the processes of change as ICT is integrated into two schools in Kuwait. The Kuwaiti Government’s recent introduction of an ICT integration policy in schools has resulted from both the information revolution and globalisation. Specifically, in 2002, a decision was made mandating that principals and teachers obtain an International Computer Driving Licence (ICDL) (ECDL Foundation, 2008). This certificate requires the completion of seven units, namely: basic conception of information technology, using the computer and managing files, word-processing, database, presentation, information and communication. The

Ministry of Education adopted a seven-part strategy to introduce ICT in Kuwaiti schools. This strategy incorporated phases that allowed academic staff to maintain and build their abilities to gain essential ICT skills over a five-year period, starting in 2002. The strategy included a number of features to foster implementation, such as: incentive rewards for implementation before the due date; preferential promotion of principals who completed the implementation before the due date; mandating the implementation as an essential requirement for promotion after the due date; and, finally, an ICDL certificate for employment in teaching after the due date became essential (Ministry of Education in Kuwait, 2002).

According to the mandated policy, Kuwaiti principals have responsibility for embedding ICT (Ministry of Education in Kuwait, 2002). Furthermore, the programs, introduced to perform administration practices, also require principals to be technologically qualified. Additionally, plans for incorporating ICT into a school’s curriculum, decision-making, and database building were submitted to the Kuwaiti Parliament in 2006. As a consequence, principals will be required to participate in strategies to embed ICT in various ways into the functioning of schools. This task needs particular technical skills as well as an understanding of the benefits and constraints of ICT (Kuwaiti Parliament Documentation, 2006). Put simply, according to the guidelines for academic occupation (Ministry of Education., 1999) and the mandated policy (Ministry of Education, 2002), the principals of schools, in order to embed ICT; are required to: (a) provide materials and human needs including PD; (b) implement the central vision by directing the school, and ensuring the central vision has been understood; and (c) improve the school’s climate (see Section: 2.2.2). However, the current policy and directives do not stipulate in the Kuwaiti context how schools are to implement ICT for pedagogical purposes.

Consequently, the principals' roles and responsibilities have changed with the introduction of ICT. Indeed, ICT has been targeted as a positive way to bring about change in teaching, learning and administration (Yuen et al., 2003; Hollingworth, Allen, Hutchings, Kuyok, & Williams, 2008; May, 2003). According to Ablah Alaisa (personal communication, July, 13, 2008), the General Manager of Training and Human Development in the Ministry of Education, only about 5% of principals in Kuwait have demonstrated satisfactory use of ICT in schools. Therefore, there is a

5 substantial need to understand the leadership practices of school principals for embedding ICT in schools (Schiller, 2002; May, 2003).

Most of the research on change, and particularly the research on change in ICT uptake, however, have been conducted outside Kuwait. A preliminary study conducted by Almajdi (2006) recommended further research into ICT change and its relationship to principals’ ICT competencies. Given the limited studies on leadership practices of school principals for embedding ICT in the Kuwait context, there is a genuine and immediate need for in-depth studies that concentrate on their leadership practices for embedding ICT (Schiller, 2002; Wilmore & Betz, 2000). In response to this need, the current study focused on principals’ leadership practices in leading change that accompanied the introduction of ICT in education. The outcome of the study has particular significance for other Arabic countries because the Arab states share one linguistic culture, as well as similar economic characteristics. Additionally, the Arab states also share analogous educational policies; in the main, these are a consequence of the role played by the Organization of Arab League. The study of the uptake of ICT in Kuwait also has the potential to provide valuable information of international significance.

1.6 Research Problem

In 2002, the Ministry of Education in Kuwait made a decision to introduce ICT into the Kuwaiti educational system. However, there were no clear strategies or guidelines for principals to put ICT capabilities into daily practice. Also, there was no specific Kuwaiti national research examining the leadership practices of school principals for embedding ICT in schools. This significant gap in the existing literature (Anderson & Dexter, 2005; Mumford & Licuanan, 2004; Schiller, 2002; Wilmore & Betz, 2000), especially in relation to principals’ leadership practices, related to leading ICT change (Almajdi, 2006), which is the focus of the current study. Consequently, uncertainty about the principals’ leadership practices for embedding ICT in the Kuwaiti context needed to be mapped in order to provide support to enhance the transformation processes.

1.7 Purpose of the Study

The main research purpose of this study was to examine the leadership practices of school principals when managing the change processes associated with embedding ICT in the context of Kuwait. The research also sought to contribute to a deeper theoretical understanding of the change process, and how it played out in a country with particular cultural, social and economic priorities. The research outcome was to: 1) provide guidelines for policy makers; 2) provide a better theoretical understanding of educational change in countries undergoing rapid technological development; 3) provide evidence-based strategies and approaches that assist in the uptake of ICT and the identification of problems associated with the embedding stage; and 4) in the current context, addressing the third research question, provide an ICT-educational benchmark as a model for Kuwait. Such a description assists in identifying opportunities for more ICT improvement.

Five core leadership practices of principals, identified through the review of the literature (Chapter 3), were addressed, namely: (a) Finance Management, (b) Setting Direction, (c) Developing Staff, (d) Building Collaboration, and (e) Principal Agency. These practices also incorporated sixteen subcomponents. The five core practices comprised the initial framework of the study, which was used to guide the planning of the data collection and the data analysis.

1.8 Research Questions

The research questions pertain to Kuwaiti Secondary school principals and their leadership practices for embedding ICT. The study addressed the main research question: How do leadership practices of principals influence the embedding of ICT in schools? To provide clarity of purpose, this general question was divided into four sub-questions:

1. How do school principals perceive their leadership practices for embedding ICT in relation to school management, learning and teaching practices?

2. How do teaching staff perceive the principal’s leadership when embedding ICT in Kuwaiti Secondary schools?

3. To what extent has ICT been adopted in school A and B?

4. What are the impacts of leadership practices on ICT embedding in schools perceived by teaching staff?

The first research question was developed to document the leadership practices employed by the two participating principals to embed ICT into their school. The second research question required the teaching staff’s perceptions of their principals’ leadership practices for embedding ICT into their schools. Hence, the reason for the second question was to serve for triangulation purposes, and to corroborate the principals’ claims. The third research question sought: (a) to provide evidence of ICT adoption in the participating schools, which also served a triangulation purpose; (b) to provide descriptive information on the participating schools’ ICT engagement, and how ICT was employed, indicatively, in the Kuwaiti context; and (c) to document how ICT was viewed in the schools. The data addressed the third research question, providing an ICT-educational benchmark as a model for Kuwait. The description assisted in identifying the opportunities for more ICT improvement. The fourth research question was developed to capture the teaching staff’s perception of their principals’ leadership practices, and how these practices impact on ICT embedding

Given the research questions, two case studies were investigated in order to generate information and evidence to address the research questions.

1.9 Objectives

The objectives of this study were to:

a. Examine the leadership practices of two selected school principals in

Kuwait when managing the change processes associated with ICT

embedding.

b. Explore the problems associated with ICT change in the Kuwaiti

context.

c. Provide rich descriptive information of the ICT usage in two

Secondary Kuwaiti schools.

d. Document the impacts of leadership practices on ICT embedding in

schools, as perceived by the staff

e. Develop theoretical perspectives on principal leadership in the context

of Kuwait.

Hence, this research adopted two case studies (Yin, 2009), drawing on a mixed-method paradigm (Johnson & Christensen, 2008), and involving two purposely selected Secondary schools and their principals in Kuwait. The study utilised five of Yin’s (2009) suggested data sources. First, school documents that related to the implementation and embedding of ICT were reviewed. Second, face-to- face interviews with each school principal were conducted. Furthermore, two focus group interviews with five teachers and five students, from each case, were organised. Third, one survey was administered to all teachers in each school. Fourth, an open-ended questionnaire was conducted for the five interviewed teachers. Finally, ICT activities were naturalistically observed. Such activities included PD (professional development) sessions for teachers, and instruction meetings for teachers. Importantly, this study was not an evaluation of the practices of the participating principals. Instead, it was designed to provide a rich description of the two principals’ leadership practices to illustrate how principals display their leadership skills and how they enhance and facilitate ICT implementation into their schools. Their respective schools were acknowledged within the system as effective adopters of ICT. Such knowledge offers other principals strategies to explore and, thus, facilitate processes to embed ICT.

There are many ways in which ICT can be used in schools, for example, in administration, in teacher record keeping, and in direct pedagogical interventions as learning tools. In their research, McFarlane and Sakellariou (2002) described the variety of approaches in just one curriculum area covering the use of commercial

9 software from manipulating data to data logging hardware with specialist software. However, the current study did not intend to examine or measure the impact of ICT on educational outcomes, rather the study addressed the holistic adoption of ICT and the role that principals play in leading change in the uptake of technology. Such a study is important as technology has the potential to challenge organisational structures within schools, to reshape assumptions about leadership, and to introduce new models of distributed leadership, as well as impact on resource management and allocation, and make public school policies and practices (e.g. Webber, 2003).

In the current context, Kuwait has only recently embarked on the introduction of ICT into schools and few teachers have the expertise and experience with the applications of ICT in learning. Nevertheless, such development is the long term goal of the Ministry of Education. Additionally, the study also addressed the more fundamental issue of the level of interest and uptake of the technology for basic support of teaching, either through administration or the resourcing for teachers. Thus, the focus of the study was on the leadership practices of school principal when embedding ICT into school.

1.10 Significance of the Study

This study is significant for both theoretical and practical reasons. From a theoretical perspective, the study explored the applicability of theoretical frameworks to a culture undergoing rapid technological change. Although ICT uptake has been studied extensively in Western countries, limited research has been undertaken in emerging economies involved in rapid modernisation of their educational system. There are a number of factors that theoretically differentiate Western countries and emerging countries. These factors are culture, language differences, political differences, religious points of view, and resourcing (Katzman, 2008). For example, the current study examined the applicability of current models of leadership practices of school principals in leading change in Kuwait. Therefore, two Kuwaiti Secondary schools were selected and analysed as case studies to explore the leadership practices of school principals when embedding ICT.

The case study approach was chosen as it presents a rich contextualised analysis of a phenomenon (Yin, 2009). The findings of a case study can contribute to

10 theoretical frameworks for understanding the phenomenon (Creswell, 2008). It is not intended that the case studies be seen as descriptions of some generalised phenomenon, as enacted by a population of all principals in Kuwait or elsewhere. The case study serves a fundamentally different purpose.

From a practical perspective, this study has the potential to make a valuable contribution to the policy and management of change as it provides an understanding of the leadership practices of school principals when embedding ICT, and the problems associated with ICT change. In a knowledge-based era, where information management is a significant requirement of organisations, people and countries, this study provides a critical case of contemporary approaches to embed ICT. The current study also documents the impacts of leadership practices on ICT embedding in schools, as perceived by the staff. The findings of the study can also be employed by other Arabic Gulf States (Bahrain, Oman, Qatar, Saudi Arabia, and United Arab Emirate) in which the culture, language and policy makers are similar, and because these countries are members in the Cooperation Council for the Arab States of the Gulf. According to the National Profile for the Information Society in Kuwait (2003) report, Kuwait is now the third highest ICT user in the Arab world. Therefore, the outcome of this study can be used to inform developing countries about their ICT implementation.

1.11 Thesis Structure

In this thesis there are seven chapters, as outlined below:

Chapter 1 provides an introduction and background information for the study (that is, the study’s problem, purpose, research questions, and objectives, as well as the significance of the study).

Chapter 2 presents contextualised information about education in Kuwait, descriptive information about the school principals’ position and function, and the structure of Kuwaiti Secondary Schools.

Chapter 3 gives the theoretical background for the study, that is: an exploration of education and information communication technology; an examination

of the changes and ICT; a brief description of the theories of change, with emphasis on Roger’s theory “Diffusion of Innovation” which informs this study; the factors and dilemmas affecting change, a discussion on leadership in educational change; an exploration on leadership theories focusing on transformational leadership models; the importance of the school principal’s roles and practices; and a consideration of the leadership roles of school principals.

Chapter 4 outlines the research design, that is: a discussion is presented about the use of a mixed-method paradigm, case study design and multiple-case studies design; the participants; the data collection methods–(a) individual and focus group interviews; (b) document analysis; (c) observation; (d) survey; and (e) open-ended questionnaire–which will be used for triangulation purposes. As well, the following procedures are used in the study; the data analysis approaches concentrate on the thematic analysis technique; a translation strategy is used; and a summary of the validity, reliability, ethics and confidentiality concerns is detailed.

Chapter 5 provides a presentation of the findings of Case A. which involve the four research questions being addressed separately; and the analysis and interpretation of the data in the context of the study’s purpose and case.

Chapter 6 discusses the findings of Case B; as with Case A, this includes a presentation of the findings of the case, which involved the four research questions, addressed separately; and the analysis and interpretation of the data in the context of the study’s purpose and case.

Chapter 7 provides a discussion of the major results, with an analysis of the research study. Implications from the research results are outlined along with the study’s limitations, and also suggestions for future research. The Chapter concludes with an overview of the study’s contribution to theory, and closes with a summary.

1.12 Summary

This Chapter discussed the research background to the current study, based on the body of literature related to ICT introduction in education, and its potential advantages. According to Yuen et al. (2003), Anderson and Dexter (2005), Fullan, (2007), Hollingworth et al. (2008), Kaufman (1997), May (2003), Mumford and Licuanan (2004), Mumtaz (2000), Schiller (2002), Sergiovanni (2007) and Wilmore and Betz (2000), school principals play a fundamental role in leading change and embedding ICT in schools. Also, they are responsible for providing opportunities for school growth and development. However, there is a lack of empirical information to understand leadership practices and their effects on ICT change in the Kuwait context. Such knowledge is important as ICT has the potential to assist the education field to appropriately prepare students for the current knowledge based economy. The following Chapter ( Chapter 2) provides essential basic contextualised information about Kuwait.

Chapter 2 State of Kuwait

Chapter Two provides an overview of the State of Kuwait and its school system. Section 2.1 is a descriptive outline of Kuwait (Demographic information), while Section 2.2 describes the history of Kuwaiti Education. The position of ICT in the education system is presented in Section 2.2.1 , followed by a discussion on the functions and responsibilities of Kuwaiti Principals (Section 2.2.2 ). Finally, the Chapter concludes with a summary (Section 2.3 ) of the Kuwaiti school organisational system to highlight the complexities of the current research context.

2.1 Demographic Information

Kuwait is located in the northeast of the Arabian Peninsula, and covers an area of 17,820 km². The country is considered wealthy, with oil its primary source of income; Kuwait has about 8% of the world’s oil reserves. The majority of the population (2.7 million non-nationals and 1.3 million nationals) are settled in the capital, Kuwait City. According to the CRS (Congressional Research Service) Report for the United States (U.S.) Congress, in terms of religion, the population is divided into Muslims (85%, with 70% Sunni and 30% Shiite) and other (15%, mostly Christian, Hindu, and Parsi) (Katzman, 2008).

In recognition of the need for skilled local labourers to ensure the future of the country, the Kuwaiti government has developed a range of strategies to meet the aspirations and the knowledge needs of the people. One such strategy has led to the reform of the education system, namely, the introduction of ICT into the teaching and administration system. In the general population and business arena, ICT is widely used in Kuwait. Thus, according to the National Profile for the Information Society in Kuwait (2003, 2007) report, the Kuwait government has developed a number of plans and strategies to integrate ICT into the country’s various government systems. Hence, e-government has represented the government’s great interest in supporting ICT use in the country. Further, the establishment of the

Central Agency for Information Technology is a concrete example of the government’s contribution to the development of ICT use in Kuwait. Indeed, the centre was launched to lead the ICT implementation efforts across the country.

In another example, the Ministry of Public Health has developed a plan to introduce ICT into the health system to better connect all its sectors. Further, ICT was also used to support both private and public sector cultural and scientific institutions. Importantly, the Kuwaiti government has shown its interest in, and commitment to, technology through large financial investments in ICT projects and the development of the country's ICT capabilities. According to the National Profile for the Information Society in Kuwait (2003) report, the Kuwait government spent $450 million for its e-government project alone. Reflecting the government’s efforts; so far; to achieve its goals and strategies.

Kuwait is now the third highest ICT user in the Arab world. Thus, according to the Central Agency for Information Technology (2011) website, 60% of the Internet users in Kuwait are using wireless networking technologies, while there is a 5% growth in the local market’s uptake of information technology. According to the Internet World Stats website (2011), the number of Internet users in Kuwait is rapidly growing. In 2000, only 5.8% of the Kuwait population had access to the Internet. In 2010, however, the percentage of the Internet users in Kuwait had dramatically increased by 33.6% of the population. Such indicators reveal the enormous and widespread growth of ICT usage in Kuwait over the last ten years.

2.2 Education in Kuwait

At the beginning of the 20th Century, a few Al-Katatib classes (primitive elementary Quranic schools) provided basic literacy and numeracy skills, that is, skills in reading, writing, and mathematics. However, the Al-Mubarkiya School was launched in 1911, followed ten years later by the Al-Ahmadiya School, to meet the increasing demand for improved educational opportunities. Further, economic development led to the establishment of seventeen government schools in 1945. After the Second World War, with the increased income generated by the country’s

16 expanding oil production, the Kuwait government invested a huge amount of funding in the expansion of social services, with one priority being education (Al-Dafiri, 2006).

Since its independence from Great Britain in 1961, education in Kuwait has advanced to its current, modern and high technology education program and systems. Importantly, the Kuwait constitution specifically identifies education as an essential right of all citizens and must be supported by the state (Ministry of Education, 2007). Hence, the Ministry of Education’s (2003) educational objective is to provide “suitable opportunities so that the learner can, in a fully comprehensive way, develop spiritually, mentally, socially, psychologically and physically to the extreme extent of their potential in a way that assures a balance between self-fulfilment and serving their society through responding to modern age requirements and social and economic development” (Ministry of Education, 2003, p. 22).

Thus, all levels of public schools are free and compulsory for children from the ages of 6 to18 (International Bureau of Education, 2011). The Ministry of Education (MOE) also applies Islamic rules to the education of the children; thus, male and female students are educated separately (Alrasheedi, 2009). Adding to this complexity are the many ethnic groupings, sets and tribes within the society, all of whom must be respected and their beliefs observed (Ministry of Education, 2003). Therefore, the education system is firmly aligned with the nature, culture and philosophy of the Kuwait society (Alrasheedi, 2009). Further, the society commonly interacts with the educational events that are held. This interactive relationship between the society and educational practitioners has implications for the educational field in general, and the schools in particular. Such interactive relationships are a result of the prevailing atmosphere in Kuwait where the citizens are free to express their opinions (complaints or concerns, as well as compliments), and to communicate with the authorities, within certain limits (Al-Dafiri, 2006).

In Kuwait, management and leadership culture is shaped by a number of factors that influence the leaders who manage the organisations. According to Hickson and Pugh (1995), four major factors have influenced management in the Arab world. They are the Bedouins, wider tribal inheritance, Islam, foreign rule and

17 the nature resources available in the Arab world. The society in Kuwait is characterised by its tribal community and big families, which are managed by the leaders (the Al Sheik of the tribe or the leader of the family). In the tribal system, the Al Sheik is the leader; he must be respected and his orders must be followed (Alangari, 1998). As a result of the spread of such culture, leaders in Kuwait prefer to centralise their decisions. This cultural tradition around leadership influences contemporary administration.

From their overarching position, the government’s policies, strategies and general resolutions are centrally formed and circulated to all schools (Ministry of Education, 2008). The policies, strategies and general resolutions are characterised by the hierarchical succession, which is the predominating management style in Kuwait (Welsh & Raven, 2006). Some centrally issued resolutions emanate from the “Ministers Council”, after being presented to the Parliament, while some resolutions are directly issued by the Ministry of Education, or from different levels within the Ministry, such as the district general manager. Experts and academics from the University of Kuwait are generally involved in designing such policies, strategies and resolutions. Additionally, other western specialists can also be called upon to enhance the development process. These experts tend to come from England, in the main, due to the strong historic relationship between Kuwait and Britain (Al-Dafiri, 2006). As a result of such centrally developed strategies, there is little real world input and little effective participation from the Kuwaiti educators.

Importantly, the Kuwaiti education system has been recently reconstructed into four schooling stages (Ministry of Education, 2008): Pre-school (a two year program for children aged 5-6); Elementary school (a five year program for children aged 7- 11); Intermediate school (a three year program for children aged 12-15); and Secondary school (a three year program for children aged 16-18). According to the Educational Statistical Group (Ministry of Education, 2009/2010), there were 779 public schools in Kuwait (133 Secondary schools), serving 347422 students. At the same time the student-teacher ratio, in government Secondary schools, was a commendable 8.7:1 (International Bureau of Education, 2011).

2.2.1 ICT in Education System

Since the early 1980s, Kuwaiti education has also been influenced by the increased use of technology (Almajdi, 2006). In 1983, a committee was formed to explore the possibility of using computers to serve the teaching and learning needs. By 1985, the “Introduction to computer science” unit was established in all Secondary schools. Currently, all Secondary students are taught two compulsory computer science units (Almajdi, 2006; International Bureau of Education, 2011). Such development represents the strong influence of the government’s interest in ICT. In 2004, an early implementation of ICT in the school’s system was undertaken at Abdul Latif Thunayan Al Ghanim Secondary School for Boys. The school adopted an integrated system based on computer software and hardware (Almajdi, 2006). The system incorporated: the Academic department’s database, the Students’ database, an SMS texting system, the Questions’ bank system, the personnel database, and the school’s interactive website.

The recent introduction of the Kuwaiti Government’s ICT integration policy in schools has resulted from both the information revolution and globalisation. Specifically, in 2002, a policy decision was made mandating that principals and teachers obtain an International Computer Driving Licence (ICDL) (ECDL Foundation, 2008). This certificate requires the completion of seven computer units, namely: Basic Conception of Information Technology, Using the Computer, Managing Files, Word-Processing, Database, Presentation, and Information and Communication. The seven-part strategy was adopted to introduce ICT into Kuwaiti schools, starting in 2002. The strategy incorporated phases that allowed the academic staff to maintain and build their capabilities so that they gained essential ICT skills over a five-year period. The strategy included a number of features that fostered the implementation, such as: incentive rewards for implementation before the due date; preferential promotion of principals who completed the implementation before the due date; mandating implementation as an essential requirement for promotion after the due date; setting ICT in classrooms as an evaluation standard for teachers; and, finally, the requirement of an ICDL certificate for employment in teaching after the due date (Ministry of Education in Kuwait, 2002).

In 2003, the Ministry of Education submitted the 2005-2025 Educational strategy to the Kuwait Parliament. In this strategy, the emphasis was on meeting the ICT era requirement. The sixth strategy goal was: “Bridging the digital gap between the present General Education and the requirements of dealing personally and publicly with high [ICT] in various scientific and practical life fields” (Ministry of Education, 2003, p. 30). In 2005, the Ministry executed a strategy that aimed to specify a school that was to be the nucleus of future schools. Such a school was to have an ICT-based cross curriculum. The positive results of the initial strategy encouraged the Ministry to implement such a system in six additional schools (Ministry of Education, 2007). Importantly, the necessary supports were made available to maintain such an experiment. Further, smart boards, auto-evaluation programs and educational programs, based on Internet connection, were made accessible for all staff and students in these schools. Moreover, a private company was employed to follow up with technical support for the schools, and so provide direct IT support. The availability of such support reflects the willingness of the educational practitioners in Kuwait to facilitate the success of the strategy. Six goals underpinned the experiment; they were:

1- Making educational reform for public schools in compliance with the requirements of the strategic purposes.

2- Controlling the quality of public education according to international standards.

3- Taking care of the student as an individual, by taking into consideration their individual differences in learning.

4- Developing the infrastructure of public schools in a way that ensures continued improvement of the learning environment.

5- Filling the digital gap between the current situation of the public education and the requirements needed to manage the advanced technologies.

6- Activating the role of the parents and the institutions within the community in support of education.

In addition to these goals, the Ministry sought to make the experiment an example of such implementation, which would then become a model to be followed in other schools (Ministry of Education, 2007). For this reason, in 2008, the Ministry of Education launched the ICT strategy, which was to be fully implemented. This strategy was followed by a number of ICT projects to provide the basic infrastructure for the ICT strategy. In 2008, the Ministry promised to provide every school in Kuwait with all the support they needed to transform the schools through the implementation of the ICT cross curriculum. Indeed, in 2010, the Minister of Education announced that soon the new ICT infrastructure would be provided to 320 schools. Such infrastructure aimed to accommodate ICT, e-learning, and smart classrooms. The Minister also made it clear that this project was the first step in the framework of the Ministry's projects, for the development of education and to implement ICT across the country, as well as to improve the quality of education in Kuwait. The project was carried out in collaboration with the Microsoft Corporation (Microsoft Corporation, 2007)

To promote these achievements, in 2011, the Ministry of Education published a book that described the Ministry’s ICT achievements and future plans. The book documented the existing ICT infrastructure projects, which included the provision of essential ICT equipment, the building an advanced data centre, and the connection of all schools by an optical fibre network. Further, the Ministry announced the establishment of the Kuwait Education Gate “Portal”, which provides an ICT-based learning environment through implementing a learning management system, and hosting interactive curricula, which currently are being developed through an electronic interactive curriculum. The developed database provides students and teachers with essential curriculum materials to be used in the Smart classrooms. A smart classroom is a project aimed to provide interactive whiteboards and advanced ICT infrastructure for all schools in Kuwait, and to enhance the ICT adoption status. Importantly, the Ministry plans for classes in Kuwaiti schools to be connected through an interactive virtual environment (Alshahad, 2011; Ministry of Education, 2008).

In the same context, the Ministry’s aim of ICT implementation was to emphasise the preparation for innovative and creative generations through the

21 development of the national capacity to use ICT, as well as to manage the various sources of knowledge for the advancement of Kuwaiti education. Their goals related to the development of the education system, the adoption of ICT in schools, and the employment of ICT in the educational process. As a consequence, the creation of such an educational environment has been influential in producing graduates who are able to optimize the use of their cognitive skills, and keep up with global developments (Alshahad, 2011). In addition, the context of the Kuwaiti principals’ roles and responsibilities can be seen as vital for the implementation of the government’s strategy. For this reason, the principals’ roles and responsibilities are seen as important within the prospect of the current study.

2.2.2 School Principals

In each school in Kuwait, there is a principal, two vice principals, administrative staff, and teaching staff. The administrative staff support the administration departments, namely: the Department of Secretary; Department of Social Service; Department of Psychological Service; Technical Support Department; The Library; Department of Educational Technology; and The Department of Public Service. The principals manage and supervise the administrative departments in association with the vice principals. He or she is assumed to provide structure and ensure that the central regulations are followed (Ministry of Education, 1999). In each Secondary Kuwaiti school, there are fifteen teaching departments, namely: the Islamic Education Department; Arabic Language Department; English Language Department; French Language Department; Geography Department; Social Studies Department; Biological Sciences Department; Physics Department; Mathematics Department; Physical Education Department; Computer Science Department; Art Education Department; Music Education Department; and Traffic Awareness Department (Ministry of Education, 2008). Figure 2.1 diagrammatically depicts a Kuwait school structure. Hence, the principals in Kuwait reside at the top of the school hierarchy, and direct the school and its staff. They manage and supervise a wide range of tasks. Indeed, these responsibilities provide an insight into the complexities of Kuwaiti principals’ roles.

Figure 2.1 School structure in Kuwait

The schools are usually governed by school principals in conjunction with the advice of the district supervisors. Theoretically, each school has a School Board which is assumed to be involved in governing the school. The Board’s membership consists of the principal’s assistants, the head of the subject departments and a number of teachers who have joined because of their role in the general aspects of the school. Any school formed resolution becomes subject to discussion within the Board, as described in The School Work Guide, which outlines all the functions, responsibilities and tasks to be undertaken in the school (Al-Dafiri, 2006).

The Ministry of Education, in its document titled The Guideline for Academic Occupation (1999), describes the school principals’ role as one of delivering professional and administrative functions under the direct supervision of the district supervisor. Thus, the principal leads the incumbent administration and management of the school’s affairs, as a whole, through the regulations and instructions of the Ministry of Education. Further, the principal is assumed to work in accord with the framework of the general goals of education. He or she is required to supervise all the school staff and to follow up their actions to ensure that they meet the appropriate

23 standards. The principal can also be seen to motivate staff to raise the efficiency of the school’s performance in various fields. As well as developing action plans for the school, the principal is also described as developing a spirit of collaboration and cooperation (Ministry of Education, 1999, 2003).

However, the principals do not select or appoint the staff. For example, the appointment of the teachers and the development of the curriculum are out of the control of the school principals. Thus, the appointment and promotion of staff is centralised, and the curriculum are centrally formed and circulated. In terms of policy, the school principal’s roles are focused on the implementation of the general plans, strategies and policies issued by the higher levels within the Ministry. In other instances, these executive plans are formed through the School Board, presided over by the principal (Al-Dafiri, 2006).

2.3 Summary of the Chapter

In summary, this Chapter provides a brief overview, history and context of the education system in Kuwait. Importantly, information regarding ICT and its implications within the education system has been highlighted, along with the strong support provided by the government and the Ministry of Education for the ICT implementation strategy. The function and responsibilities of the school principals has been outlined, together with a synopsis of the organisational structure of Kuwaiti Secondary schools. Significantly, the information provides an insight into the current state of the Kuwait education system, especially its complexities, and so provides the context within which this study is undertaken. The next Chapter presents the literature review.

Chapter 3 Literature review

3.1 Preview

This study investigates the role of principals in leading and managing change in the use of ICT in schools. The research problem centred on how principals facilitated and managed the processes of introducing ICT, how they supported their teaching staff to embrace the ICT use in their daily practices, albeit not necessarily through the extensive use of strategies common in more technologically developed countries. Additionally, the study addressed how the identified principals were effective in leading ICT (Section: 4.3.1 ); and how they overcame problems associated with change related to the embedding of ICT. In order to develop a theoretical framework to inform the study, this Chapter explores the literature relating to the effective practices of principals and the implementation of ICT in schools. The twelve sections in Chapter three are: Section 3.2, a brief introduction to the study, highlighting the changing nature of education and, hence, providing the context for the current research; Section 3.3, the impact of ICT on education, with particular reference to theories of change; Section 3.5, an exploration of Rogers’ Theory “Diffusion of Innovation”, provides an in-depth analysis of the processes and characteristics of change; Section 3.6, an overview of those factors and dilemmas affecting change; Section 3.7, a review of the central role leadership plays in change, a discussion about leadership in education; Section 3.8, a discussion of the differences between leadership and management styles, leadership theories, and transformational leadership models; Section 3.9, an outline of the importance of the school principals’ roles and practices in relation to change in schools; Section 3.10,a review and analysis of the leadership roles of school principals; Section 3.11, an initial framework is conceptualised, providing a theoretical background to the study and, hence, informs the data collection and analysis procedures necessary to address the research questions; and, finally, Section 3.11, a summary of the chapter.

3.2 Introduction

Some of the challenges confronting contemporary education, especially in the context of Kuwait, are overviewed in this Section. Globalisation and the development of knowledge based economies have motivated countries to evaluate their educational system. The focus has turned to improving educational standards in order to ensure that students are able to meet modern day requirements (Brehony & Deem, 2005; Walks, 2001) and ensure they are effectively prepared to meet the challenges of the 21st Century (Kozma, 2005). As a consequence, substantial change is now necessary to align educational practices with the needs of the society and economy. How this is achieved will increasingly depend on the knowledge and intellectual skills of its citizens. Such an approach is needed as the new economy is based on intellectual productivity, rather than on the assembly line manufacturing or resource exploitation, which characterised most of the 20th Century (Day, 2001).

As a result of the new social and economic priorities, the purpose of education has moved from educating students in certain periods of time, for highly specific jobs, to one in which students are equipped with knowledge and skills, which foster flexibility and lifelong learning (Pendergast, & Wilks, 2007). Thus, transforming the education system has been considered a necessary action to prepare students for careers and to mobilise the education field towards high quality professionals who are sought globally (Hepp, Hinostroza, Laval, & Rehbein, 2004). This move targets the development of human capital for alternative industries (Elloitt, 2004; Kozma, 2005; Lee, 2006; Selinger, 2000). Educational transformation, therefore, requires a series of interdependent processes in which behavioural and practical changes must be involved (Elliott, 2004; Szabo, 2002), as well as a long-term commitment from different levels within the field.

Given the importance of knowledge and creativity as commodities, new modes of communication and knowledge management are essential components of the modern world. Globally, technology has played a major role in fostering change in the way business, communication and information are managed (Kramer, Jenkins, & Katz, 2007). As a result, Information Communication Technology (ICT) has been advocated as a valuable tool for educators, and it is employed in many countries to

26 advance teaching and learning processes (Yuen, Law, & Wong , 2003; Birinci & Kabakci, 2007). Further, it has been argued that ICT in education has influenced the traditional approaches of dealing with daily-tasks, thus enabling change in the methods of managing and educating. The crucial purposes of ICT integration are to facilitate the effective transformation of the educational process, to satisfy the new generation’s needs, and to promote lifelong learning (Flecknoe, 2002; Gronow, 2007; Ministry of Education, 2002). However, as argued by Creighton (2003), ICT introduction produces a major change in the education field. This change is normally associated with many behavioural amendments and practical transformations (Fullan, 2007; Rogers, 2003).

The impact of ICT introduction on education has been comprehensively studied (e.g., Cuban, 2001; Jonassen, 2004). Therefore, analysing the impact of ICT integration in education becomes a crucial foundation to the current study. Generally, the adoption and integration of any new initiative brings with it a number of issues and problems. This review explores some of the theoretical explanations of change and innovation that have been developed to provide a better understanding of the change processes and characteristics. Subsequently, analysing the factors that affect the change implementation provides a profound insight into understanding the nature of change. At the start, effective change requires effective leadership. Hence, the importance of leadership, with its effective practices in leading change, is reviewed. This Chapter aims to conceptualise a framework based on the available literature relating to leadership practices of school principals for embedding ICT into educational practices. Importantly, principals will be shown to be critical actors in the transformation of education in a country adapting to a knowledge economy.

3.3 Education and Information Communication Technology

The roles of ICT in educational improvement are widely acknowledged and have had a positive influence on teaching, learning, and administrative procedures in schools (Beastall, 2006; Jung, 2001; Lee, 2006; Miller, Naidoo, Van Belle, & Chigona, 2006; Scrimshaw, 2004). This section explores some of these roles, beginning with a definition of ICT. A discussion of the role of ICT in transforming

27 the education field is provided. Finally, a link between the introduction of ICT into schools and the resulting change is identified.

3.3.1 Defining ICT

ICT in education improves teaching, learning, and administrative processes to qualify students for the modern day era (Zhao, Pugh, Sheldon, & Byers, 2002). Efforts have been made to incorporate technology into education since the late 20th Century. For instance, low cost software, such as “Logo”, first became available in the 1980s (Papert, 1980). At this time, the term “microcomputer” was used for information and communication technology. This term was later replaced by Information Technology and then, finally, ICT (Tlhoaele, 2005). According to the World Bank (2004, p. 4), “[ICTs] consist of hardware, software, networks and media for collection, storage, processing, transmission, and presentation of information (including voice, data, text and images)”.

Blurton (1999), in his contribution in the World Communication and Information Report 1999-2000 states, that “information and communication technologies (ICT) are a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information” (p. 1). For the purpose of this study, ICT covers a range of technologies, including computers, communication devices, and audio and video components (Powell, 2003). ICT also includes software, such as Excel Spreadsheet, Word processing, Image Creation, Data Show, Email, and Web tools; all help to improve the teaching approaches and content quality. Consequently, ICT is considered as a tool for transforming the education system, which has profound implications for change.

3.3.2 The Impact of ICT

ICT has been promoted as a way of making education more effective. Indeed, governments in some countries were early adopters of computers designed specifically for education, such as the BBC Computer Literacy Project (Salkeld, 1982). Recently, researchers have shown that ICT supports and promotes teaching and learning activities (e.g., Hollingworth et al., 2008; Keenan & Rovcanin, 2003; Selinger, 2000). Importantly, ICT offers “new ways of teaching and learning that are

28 underpinned by constructivist theories of learning and constitute a shift from a teacher-centered pedagogy in its worst form characterized by memorization and rote learning to one that is learner-centered” (Tinio, 2003, p. 9). Thus, ICT is perceived as a valuable education tool. However, the role of the teacher or facilitator is also critical and cannot be ignored. Osborne and Hennessy (2003) emphasise the role of the teacher; they state that a significant role is played by the teacher as they create the conditions for effective ICT. Therefore, ICT is considered a tool that creates and causes change in the practices and behaviours of both teachers and students.

While some people view the use of ICT in education in negative ways (Trucano, 2008; Yelland, 2001), ICT is perceived as a positive influence by many in the global education field. Further, ICT has potential advantages which assist the world to develop, to decrease the technological gap between the developed and emerging countries, and to reduce poverty, as well as to facilitate communication and knowledge sharing (Kelles-Viitanen, 2003; The World Bank, 2008; Tinio, 2003). In education, ICT is seen as a valuable tool to enhance student engagement and to transform conventional teaching and learning methods (Balanskat, Blamire, & Kefala, 2006; Strigel, Ariunaa, & Enkhjargal, 2007). According to Punie, Zinnbauer and Cabrera (2008), ICT helps to motivate students by initiating new methods of teaching. For example, ICT can help students with special educational needs, simulate a range of scientific phenomena, develop problem-solving capabilities, develop research skills, and interpret and organise information. For example, students can learn about chemical reactions through multimedia images and animations (Mumtaz, 2000). ICT makes use of a combination of information and communication methods and, as a result, helps students to learn faster. The strength of ICT is that it makes use of text, images, motion and, sometimes, sound, to engage the learner and transform traditional teaching approaches (Selinger, 2000). Moreover, through networking, ICT uses information repeatedly, while also increasing the learner’s chance to participate in real world events (Baumgartner, Denz, Oberhauser, & Hoffmann, 2001).

For these reasons, ICT offers great advantages for students, and teachers; it also facilitates management processes, such as meetings and training sessions (Haddad, 2002; Lee, 2006; Scrimshaw, 2004; The World Bank, 2004). The use of

ICT positively increases the motivation and performance levels of students (Alharbi, 2012; The World Bank, 2008; Tinio, 2003). Change is also seen as a positive ICT influence on the behaviour and skills of the students. Further, ICT also helps in the training of teachers and instructors. For example, the Cyber Teacher Training Centre (CTTC), developed in Korea, provides many effective online vocational training programs for teachers (Baek & Westrom, 2001). The training programs help teachers think creatively and learn new ideas for teaching their students. The use of ICT also saves time, as teachers can avoid the time required to initiate and attend face-to-face meetings (Jung, 2001; Karal, & Celik, 2010). In order to reap the benefits of ICT, it is essential for teachers to be technologically literate. Thus, they need to be able to use computers, the Internet, websites, networking and software programs.

While ICT is about enhancing teaching, learning, and administrative processes, it also provides a forum for communicating and interacting socially, thinking critically, and building a lifelong learning culture (Creighton, 2003; Lee, 2006). Nevertheless, ICT implementation in schools requires much effort for successful integration. Embedding ICT requires both behavioural and practical amendments which can be challenging for educators. Therefore, looking at the link between ICT implementation and change is an essential facet of this study.

3.4 Change and ICT

Educational institutions around the world are seeking to reform their teaching and learning approach to keep abreast of the newest models of teaching and learning that use ICT or other tools (e.g., Kozma, 2008; Ramsden, 2008). Course management software has become commonplace in both learning institutions and for professional development. For example, university students are requested to submit assignments electronically through blended learning technologies (Engstrom, 2010). This emphasises the importance of information literacy to assess the students’ abilities in searching, analysing, and evaluating information. Such recent assessment practices give qualified students an opportunity to engage in independent learning; it also prepares them for lifelong self-development. Abbott (2001), in his book “ICT: Changing Education”, has discussed the impact of ICT on educational, teaching and learning practices, educators’ attitudes, and administrative processes. He reviewed the history of technology in education, and concluded that ICT integration has

30 changed education irrevocably. Further, he believes that new behaviours, practices, roles, responsibilities, and beliefs are associated with ICT integration. For this reason, ICT has been widely described as a tool of educational change, which leads to schooling, learning, and teaching improvement (Karal, & Celik, 2010; Zhao et al., 2002).

As discussed earlier, ICT has affected the way people carry out tasks, as well as their behaviours, practices, beliefs, and attitudes. Thus, the ICT implementation process brings about meaningful change (Levin & Wadmany, 2008; Tondeur, Devos, Houtteb, Braaka, & Valckea, 2009). Hence, in order to successfully implement ICT into schools, and to avoid failure (Gichoya, 2005), school principals’ as change agents, “need to have an understanding of change theory in order to facilitate the successful implementation of [ICT]. Change theory isn’t one unified…[theory], but rather a broad family of theories” (Ensminger, Surry, Porter, & Wright, 2004, p. 61). Accordingly, exploring major change theories is vital for gaining an in-depth understanding of the change process, the nature of change, the factors involved in change, and the effects of change. The following sections are devoted to discussing change.

3.5 Theories of Change

Organisational change is usually initiated by the adoption of systemic policy. However, policy development is a complex field blending politics, economics and personalities. Theorists (e.g. Davis, Wanna, Warhurst, & Weller, 1993) identify a number of key steps in policy development, starting from the identification of issues, through to implementation and evaluation. Ultimately, policy implementation should be reflected in changes at the delivery point (Fullan, 1996). Yet, practitioners, including teachers, are often at the end of the food chain, and so the change is often barely noticeable. However, change is sometimes engaged in with enthusiasm by policy makers who live in a world where change is part of their agenda (Jellison, 2006). Nevertheless, substantial research has shown that practitioners are resistant to change (e.g. Ford, Ford & D’Amelio, 2008; Sannio, 2010). Frequently, this resistance occurs as the practitioners are not given adequate information about the implications or the impact of the change on them and their task of teaching students

(Burke, 2008; Hall & Hord, 1987). Hence, it is important that, in the context of change in schools, the principal (who is the leader of change) is effective in facilitating change and can address these issues. To understand the nature of change, and its impact, the following section provides a background to change. It looks at a definition for change, and the purpose of change, while the major theories of change are also described.

3.5.1 Defining Change

Change can be defined as a series of dynamic and interdependent processes for adopting an innovation or work strategy to enhance service or practice quality and/ or to remove unwanted behaviours (Graetz et al., 2006; Holbeche, 2006; Rogers, 2003). Further, change aims to improve the outcome of work mechanisms in an organisation, keep the organisation in pace with global developments, use creative products, reduce the service expenses, and facilitate work processes (Graetz et al., 2006; Korres, 2008; OECD, 2005). Additionally, change is driven by the convergence of social demands, market demands, political intervention, and evolving attitudes towards work (Holbeche, 2006). Importantly, change in education can cause tension, anxiety, ambivalence, uncertainty and struggle, before being completely accepted (Fullan, 2007; Rogers, 2003; Sannino, 2010).

There is no scarcity of change theories. Their focus can vary from management philosophy, to business strategies and approaches. Some theories describe the ideal succession of actions within the process of change (Paton, & McCalman, 2008). Others provide information about the contradictory dynamic of change or the potential conflicts associated with change (Holbeche, 2006). To address the research questions in the current study, it is important to understand any major theory of change and the change processes that take place when adopting a new innovation, such as ICT. Therefore, the following sections describe Rogers’ Theory “Diffusion of Innovation” as a solid grounding for understanding change.

3.5.2 Rogers’ Theory “Diffusion of Innovation”

Rogers’ Diffusion of Innovation (DoI) theory, although developed by agricultural sociologists seeking to understand change in farming practices, has been

32 widely acknowledged as applicable to educational settings (Albirini, 2006; Bellum, 2003; Leung, 2004; Trinidad, Newhouse, & Clarkson, 2005) and other social settings (e.g., Sanson-Fisher, 2004; Szabo, 2002; Templeton, 2004). Rogers (2003) posits that there are three types of change decisions, namely: (1) optional: a decision that is made individually and independently by some organisation members; (2) collective: a decision that is made consensually among organisational members; and (3) authority: a decision that is made by a powerful member, such as an organisational board and managers. Rogers identified and described a five-step process for the nature of change in which change flows through particular channels, over time, among the members of a social system. He also believes the process of change evolves sequentially from initiation, collecting information, conceptualising, planning for the adoption of an innovation, to making the decision of change implementation in the organisation.

There are two broad categories of decision making; one is the official or policy instigated method, and the other is the democratic and practitioner initiated method. According to Rogers, each member of the organisation faces making decisions about innovations based on the following five factors: (a) knowledge: a person becomes aware of an innovation and has some ideas of how it works; (b) persuasion: a person takes a positive or negative attitude toward the innovation or change in a system; (c) decision: a person engages in actions that lead to a choice to adopt or reject the innovation or change; (d) implementation: a person puts an innovation or change into use; and (e) confirmation: a person assesses the outcomes of an innovation-decision already made (Rogers, 2003). Hence, if the adopters are not aware of the change structures, implications and skills needed, the adopters will not react effectively (Ellsworth, 2000).

Since these factors play important roles in disseminating the change, the importance of the organisational leadership emerges. Thus, leadership appears critical for making each member of the organisation receptive to change. Rogers’ theory offers significant contributions in terms of explaining change. For example, it explains the nature of change, the change occurrence, and the factors that affect the adoption and acceptance of change (Bellum, 2003; Szabo, 2002). These elements

33 provide a valuable theoretical framework for change, and are useful for the current study.

As previously stated, change is a non-linear, uncontrollable, complex, and time consuming journey. Change also needs forces to appropriately drive its processes. Given this insight, the use of Rogers’ (2003) change theory can be justified for the current research. Three steps of organisational change can be drawn from Rogers’ change theory. The first step is the pre-consideration of change in which the system is evaluated and new strategies considered, so that they utilise the potential advantages of the innovations. The second step sits where the decision for change is made, and where the forces of the movement are driven. The final step is post- change, which is concerned with systemising change into the organisation and harvesting the outcomes of the change. As the notion of change becomes a global phenomenon, these three superimposed and dynamic steps of change have constantly been re-produced. Table 3.1 summarises the main approaches to implementing change, as proposed by a number of authors.

Table 3.1 Change Steps

Steps Other authors

Pre-consideration of 1. Contemplation (Prochaska & DiClemente, 1998) change 2. Mobilisation (Fullan, 2007) 3. Unfreeze (Lewin, 1952, in Kritsonis, 2004) 4. Adoption (Bouwman, Hooff, Wijngaert, & Dijk, 2005) Change 1. Implementation (Fullan, 2007) 2. Action (Prochaska & DiClemente, 1998) 3. Change (Lewin, 1952, in Kritsonis, 2004) 4. Implementation and use (Bouwman et al., 2005) Post-change 1. Institutionalisation (Fullan, 2007) 2. Maintenance (Prochaska & DiClemente, 1998) 3. Refreeze (Lewin, 1952, in Kritsonis, 2004) 4. Effect (Bouwman et al., 2005)

Ultimately, the change needs to be led by informed leaders who: understand the change processes; can solve conflicts; know the nature of change; and can generate the forces involved. Since change is always associated with contradictions and dilemmas, it is necessary to be aware of these factors. The following Section explores the literature to identify factors that hinder the adoption of change.

3.6 Factors and Dilemmas Affecting Change

In this Section, the factors observed to affect embedding change are explored.

3.6.1 Factors Related to Implementation Approach

There have been debates around the most important factors that affect change (Fullan, 2007; Iwamura & Jog, 1991). For example, the nature of change and its processes often affect the implementation approaches used. For this reason these approaches sometimes become impractical, a result of the unclear maps of innovative implementation, a lack of supportive leaders, and the ambiguity of vision (De Freitas & Oliver, 2005). Such uncertainties result in increasing resistance, instability, mistrust, and an anxiety that may lead to failure (Fullan, 2007). The availability of infrastructure, technical support, and material resources are important, particularly in considering technological change (e.g., Ely, 1990; 1999; Ensminger et al., 2004). However, this Section goes beyond a discussion of these factors to identify the other factors that have an impact on the implementation stage, and which may contribute to our understanding the reason for failures in the change process.

Since implementing change within an organisation is different from implementing change individually, a good management strategy is regarded as a cornerstone of effective implementation (Cameron, Quinn, DeGraff, & Thakor, 2006; Elliott, 2004; Lee & Winzenried, 2009). Therefore, a number of models and strategies have been developed to provide guidelines for leaders in implementing change effectively at the institutional level (Bellum, 2003; Heward, Hutchins, & Keleher, 2007; Rajiv, & Karuna, 2006). For example, Kotter (1996) proposes a series of actions that help leaders to manage change implementation. The most important action includes establishing a sense of urgency to implement the change by communicating the vision to maximise organisational buy-in. The buy-in means that the followers begin to willingly adopt the change, and this shows explicitly in their behaviour. During this buy-in period, individuals or teams are empowered to act and sustain the change for short-term gains. In addition, change implementation may take various forms and require specific tools, such as the holistic model, in which external and internal parts interact equally to finalise the processes (Graetz et al., 2006). Fullan (2007) emphasises that the characteristics of change concern realistic needs,

35 clarity of goals, navigation and vision, complexity of change, and the quality/practicality of the change introduced. Similarly, Grainger and Tolhurst (2005) investigated which organisational factors affected the teachers' use and perception of ICT. They found that clarity of vision and accessibility to technology substantially affected the implementation of ICT in schools.

Mumford and Licuanan (2004) showed that work group processes (including clarity of goals, involvement and support of change, organisational atmosphere and structure) are factors that significantly affect the implementation stage. However, the implementation of a new policy can often be plagued by a range of problems. For instance, Graetz et al. (2006) noted that change is initiated by the conception that a specific need exists. As a consequence, the success of change depends on the accuracy of assessing the importance of that need by the organisation (Camerson, Quinn, DeGraff, & Thakor, 2006; DeGraff & Quinn, 2007). An incorrect perception can impede the successful outcome of any change. Further, a distorted perception of the need for change might be incorrectly formulated and, so there is an inability to conceptualise the future of the organisation, resistance to accept the validity of the information, and a lack of adaption to a new way of thinking associated with innovation or change.

According to Graetz et al. (2006), different assumptions can be relevant to changes, for example: those held by the decision-maker; or miscommunication and a lack of coordination among the organisation’s members, or a reduction in the speed of delivery or the reception of all information. Therefore, an awareness about the goals, structures, and implications posed by change are the factors that have a great effect on change implementation (Hall & Loucks, 1977; Hall & Hord; 1987; Ellsworth, 2000). Such factors highlighted the principals-as-leaders’ roles in undertaking leadership responsibilities to organise the implementation processes and to provide instructions to followers.

3.6.2 Factors Related to Culture

The local community’s value system has been described as an important ingredient of successful implementation. For instance, Alawamrh (2002) asserts that the effect of the local community is a powerful factor in considering ICT change

36 implementation. He suggests that the local community may reject any new ideas related to ICT due to religious and cultural perspectives. The local community also can facilitate the change processes by encouraging and supporting the school inside the community (Scrimshaw, 2004). For instance, Scrimshaw (2004) sought to identify the factors that are most effective in facilitating and encouraging the use of ICT by the teachers. Scrimshaw found that, without a qualified school principal, the implementation of ICT will inevitably fail. Thus, the local community needs to be informed about the change and its potential consequences. Further, school principals play a major role in carrying out multiple change facets, particularly, in convincing the local community to support the change. Again, these factors have thrown a light on the principals-as-leaders’ roles in order to eliminate such ambiguity by clarifying and discussing the purposes and aims that underlie ICT change.

3.6.3 Factors Related to Leadership

It has been argued that the role assumed and the practices exercised by a leader are the most powerful factors in embedding ICT change. For example, Ma’s (2003) case study, seeking to understand how a principal’s role influences ICT implementation in Hong Kong, identified that the school principal is a significant figure for embedding ICT. The roles of school principals in leading change (either positively or negatively) were documented to influence the final ICT implementation, as well as impacting the implementation process in a number of studies (Nachmias, Mioduser, Cohen, Tubin, and Forkosh-Baruch, 2004; Schiller, 2002). Further illustration of the importance of the school principals’ roles and practices in leading ICT implementation can be found in the work of Hayes (2006), who conducted three years of research, using five case studies, into ICT integration in New South Wales public schools. Hayes reported that school principals are central figures in ICT integration, and that they either facilitate or hinder the implementation stage.

Similar findings were identified by Tearle (2003), who investigated the factors that affect the implementation of ICT in schools. Her case study, conducted in the United Kingdom (UK), found that the effective leadership practices of school principal are imperative variables for ICT implementation success. A study by

Scrimshaw (2004), seeking to identify the factors that are most effective in facilitating and encouraging the use of ICT by teachers, found that, without a qualified school principal, the implementation of ICT would inevitably fail. Other studies (e.g. Yuen et al., 2003) contribute significant knowledge about the problems associated with ICT change. They assert that the school principal is an important figure in the implementation stage. Furthermore, Ely’s (1990; 1999) studies of Conditions that facilitate the implementation of educational technology innovations is the most cited work in the innovation implementation field (Ensminger, Surry, Porter & Wright, 2004). Ely’s research explored the conditions and factors that facilitate the implementation of educational technology innovations. In the acknowledgement of the eight most influential conditions that contribute to successful ICT implementation, Ely (1990; 1999) recognised the importance of leadership. However, the principal also appeared to play a key role in facilitating the remaining seven conditions, namely:

a. Dissatisfaction with the status quo: the condition requires the principal’s involvement in campaigning and supporting the change, as well as helping the staff to see that the status quo has limitations, and evaluating the situation in a way that reflects his or her passion for change. b. Adequate time: because the staff need time to explore and learn about the change, there is the need to increase the level of staff knowledge and skills; the principal, as leader, must facilitate and prove the value of the change. As a result, the principal should assign enough time, and manage the timing of the school activities, so that learning and practice is achieved; the principal controls such conditions. c. Resources: the principal undertakes an important and powerful role in providing the necessary resources and budget. Therefore, their role is vital in eliminating the negative impact of such conditions by providing, and effectively managing, the school resources. d. Knowledge and skills: this condition relates to the staff acquiring the needed skills and knowledge to utilise the innovation. The principal’s task of ensuring appropriate staff development is, therefore, essential. e. Reward and incentive: as leader, the principal is responsible for, and the initiator of, the reward process. Therefore, the principal’s role is

important in motivating and providing incentives for staff to employ the innovation. f. Participation: by allowing staff to take part in the decision making process, the principal motivates and empowers the staff to actively adopt the innovation. g. Commitment: this condition relates to the manner and type of support being offered to the staff by the principal; such support includes communication, involvement, the dedication of resources, and the principal’s attention to the development of the school plans. Hence, the principal’s fundamental roles facilitate innovation implementation (Ely 1990; 1999).

These conditions show that school principals play a significant role as agents of change when facilitating ICT adoption (Ely, 1990; 1999; Fullan, 2001; Graetz et al., 2006; Kotter, 1996; Rogers, 2003). However, while effective leadership practices drive change, organisations are often opposed to the introduction of change. Therefore, the principal’s role in leading change is a significant focus within the literature. The following Section is dedicated to exploring educational leadership theories, and to discovering the principal’s role in embedding ICT in schools.

3.7 Leadership in Educational Change

In this section, a definition of leadership, a discussion of leadership theories, and leadership roles in embedding change are presented. The change, brought about by the increased use of ICT, requires mobilising the teachers’ energy and ability; thus, effective leaders are needed to improve the teachers’ working conditions and to create fundamental transformation in the learning cultures of schools, as well as in the teaching profession itself (Fullan, 2002b). The common portrayal of the leaders as influential people can affect the followers’ achievements, actions, attitudes, and beliefs, either negatively or positively. In the education arena, the role of the leader is fundamental to increasing student learning (Fullan, 2002a; Mumtaz, 2002). Indeed, there appears to be a clear link between the successful embedding of change and the principal’s capacities as a leader of change, especially in the fast-paced, high technology sectors (Bass & Riggio, 2006; Burke, 2008; Otto & Albion, 2002).

Therefore, principals, as school leaders, are described as key persons who implement, embed, and sustain educational reform. By challenging teachers to perform ahead of normal expectations, principals encourage staff to be creative and to enhance their collective leadership ability (Ely 1990; 1999; Fullan, 2007; 2002a; Yee, 1999).

3.7.1 Defining Leadership

Leadership is a term that describes the people who assume responsibility for managing and leading an organisation toward a set of directions, and being the central force behind any successful organisation (Bass, 1995; Executive Ministries, 2003). A number of definitions have attempted to define the term leadership (Razik & Swanson, 1995). One example defines “leadership...[as] the process by which one individual consistently exerts more impact than others on the nature and direction of the group” (Executive Ministries, 2003, p. 1). Another, by Burns (1978), defines leadership as “the reciprocal process of mobilising, by persons with certain motives and values, various economic, political, and other resources, in a context of competition or conflict, in order to realize goals independently or mutually held by both leaders and followers” (p. 425) The concept of leadership was also defined by Burns (1978) as:

…power over other persons…exercised when potential power wielders, motivated to achieve certain goals of their own, marshal in their power base resources (economic, military, institutional, or skill) that enable them to influence the behaviour of respondents by activating motives of respondents relevant to those resources and to those goals. (p.18)

The literature shows that the most common components of leadership are the exercising of power and the influencing of the followers towards a desirable direction (Burke, 2008). In terms of the leadership powers possessed by school principals, Burke (2008) defines that power as the capacity to influence others to adopt or embrace new behaviours and practices. Indeed, she concludes that leadership can be defined as the act of making something happen that would not otherwise occur. Similarly, Sergiovanni (2007) suggests that leaders have areas of powers that may be technical, human, educational, symbolic, and cultural. Subsequently, leaders can use their powers in many ways to effectively introduce change and influence their followers.

Also relevant to this discussion is the argument about the differences between management and leadership. For example, Leithwood (2004) claims that leadership is a highly complex concept, with confusion existing between the leadership and management concepts. Therefore, it is worthwhile, in the current research, to distinguish between the two terms and the relevance for leading change in the operations.

3.7.2 Differences between Leadership and Management

While there does not appear to be scholarly agreement on what distinguishes management and leadership, the terms are considered to be different (Razik & Swanson, 1995; Fullan, 2001). For example, Leithwood (2004) distinguishes between “doing things right” as a management focus and “doing right things” as a leadership focus. He argues that principals, for example, are in a place to promote greater collaboration among teachers. Such collaboration frequently leads to the development of teachers, which, in turn, boosts student achievement. In parallel, Burke (2008) adds:

Leadership is about vision; change; using one’s intuition, influence, persuasive and presentation skills; and rewarding people with personal praise and providing opportunities to learn new skills. [Whereas,] Management is about role, task accomplishments, setting objectives, and using the organisation’s resources (for example, budget or information systems) efficiently and effectively, and rewarding people with extrinsic factors such as money, titles, and promotions. (pp. 192-193)

Further, Graetz et al. (2006) discuss the differences between leadership and management, concluding that management is concerned with rationality and control, concentrating on solving problems and efficiently getting things done. In contrast, leadership is concerned with leading followers in a desirable direction, challenging the status quo and influencing or guiding others. Thus, there does appear to be a difference between management and leadership. Hence, for the purpose of this thesis, management concerns are defined as focusing on issues related to the official functioning and managing of organisational operations. On the other hand, leadership concerns are defined as focusing on the leading and changing of behaviours or practices. Nevertheless, it is also important to note that the management and leadership are complementary. With this tenet in mind, leadership, as a term, is used

41 here to cover managerial and leadership practices. The next Section, therefore, presents a discussion on leadership theories related to leadership practice that brings about more than superficial change.

3.8 Leadership Theories

Importantly, leadership is a key factor in bringing about effective change in an education setting. Indeed, it is the most visible factor differentiating between change success and change failure (Burke, 2008). Therefore, as the leader of the school, the principal must understand the nature of change and the change process. This notion of the principal’s involvement has been highlighted as influential in affecting educational reform (Burke, 2008).

Many leadership theories (e.g. trait theory, great man theory, situational leadership theory, behavioural theories, and path-goal theory of leadership) and models appear in educational leadership literature (e.g. Bolden, Gosling, Marturano, & Dennison, 2003). While some theories focus on personal characteristics, others concentrate on behaviours and practices, and yet others propose models oriented towards transactional and transformational change (Numkanisorn, 2004).

Currently, however, transactional and transformational models are used in explaining educational change (Leithwood, 2004). For example, LaBonte (2005), who studied the roles of leadership in leading the change for e-learning in British Columbian schools, points out that the transformational leadership model of Leithwood provides a valuable and appropriate perspective from which to explore the change processes involved in ICT change. These models, primarily developed by Burns (1978) and Bass (1995), were based on studies conducted on leaders facing challenges during times of change. Since change requires a long-term commitment and skill development, the transformational leadership models have been advocated as providing support to enhance an individual’s commitment and to improve an organisation’s members’ capacities (Barrett, Grant, & Wailes, 2006; Geijsel, Sleegers, Leithwood, & Riehl, 2003). Thus, the transformational leadership model is explored in the following sections.

3.8.1 Transformational Leadership Models

Burns (1978) based his theory of leadership, generally, on a hierarchy of human needs, structure of values, and stages of moral development (Razik & Swanson, 1995). Burns’ intent was to provide a comprehensive review of leadership, having originally carried out his work within the political leadership context. Subsequently, power, purpose, and relationships were the major themes which highlighted Burns’ work (Fairholm, 2001). For this reason, Burns (1978) suggested that leadership must be linked to collective purpose, differentiating between leadership and the rulers or power wielders.

Thus, according to Burns (1978), there are two models of leadership: Transformational and Transactional. Transformational leaders are those interested in bringing about change, never leaving the situation without a solution, believing change should be introduced dramatically, seeking potential motives in followers, satisfying higher needs, and recognising competition and conflict. Transformational leadership “occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality” (p. 20). Additionally, the results from transformational leadership were viewed as “a relationship of mutual stimulation and elevation that converts follower into leader and may convert leader into moral agents” (Burns, 1978, p. 4). This moral relationship occurs because of power, as well as the mutual needs, aspirations and values of both parties. Burns identified transactional leaders as those who are interested in the relationship between the leaders and followers, just as a transaction relates to the exchange of valued things, maintains the status quo, and believe that change should be introduced gradually rather than suddenly and revolutionarily.

A number of transformational and transactional factors may affect the leaders’ efforts, for example, the external environment, leadership, culture, strategy and individual/organisational performance (Burns, 1978). On the other hand, transactional factors are more concerned with the day-to-day of doing business. These factors include management practices, structure, system, motivation, task requirements, individual skills/ abilities, and individual needs and values, which affect daily interactions.

In responding to the shortage of empirical evidence in Burns’ work, Bass (1995) began a number of studies to validate transactional and transformational leadership. Consequently, Bass developed a measurement approach of the two leadership models aiming to build up a reliable and valid instrument (the Multifactor Leadership Questionnaire (MLQ), in order to differentiate between them. According to Bass (1995), four transformational leadership components were identified. First, Charismatic Leadership or Idealised Influence involves leaders who are admired, trusted and respected by their followers. These leaders willingly take risks and care about their ethical and moral standards. They act in a way that allows them to be a model for their followers. Avolio (1999) also suggests that leaders in this category create a sense of joint mission. Therefore, the idealised influence is demonstrated by creating confidence in the shared vision. In this category, the leaders also need to ensure a sense of direction, purpose, and trust, which are frequently provided to the followers (Avolio, 1999; Huse, 2003).

The second component, Inspirational Motivation, occurs when the leader generates meaning and challenges. In this category, the leaders show a strong commitment to objectives, communicate clear expectations, and cultivate a team spirit for the followers, who they get to think “about various attractive future states...they can inspire others by what they say, [and] by what they do” (Avolio, 1999, p. 45). Indeed, Bass (1995) posits that the first two components “are highly inter-correlated” (p. 472).

The third component, Intellectual Stimulation, occurs when the followers are not criticised publically; they are also encouraged to be innovative and creative, to discuss assumptions, to solve problems, and to transform the old methods of dealing with tasks by new methods. The final component, Individual Consideration, involves leaders being seen as mentors who care about their followers’ needs for accomplishment, and recognise individual differences.

Bass (1995) also identified the transactional leadership model as incorporating three elements, namely: leading with contingent reward, management-by-exception in which “monitoring of deviances from the standard, mistake, and errors” (Burke, 2008, p. 235) is practised; and, laissez-faire leadership (being the non-transaction

44 and avoidance or absence of leadership). More recently, the full range of leadership models combined the four transformational components, a number of transactional leadership and non-transactional (Laissez-faire) leadership elements (Avolio, Bass, & Jung, 1999; Bass & Riggio, 2006).

Thus, according to Avolio (1999), “transactional leadership depends on laying out contingencies, agreements, reinforcement, and either positive contingent reward or the more negative active” (p. 49) or the passive type of management-by-exception (MBE). Further, this corrective transaction might take the form of an active type (MBE-A) or a passive type (MBE-P). In the MBE-A type, leaders actively manage their followers, monitoring standards and mistakes, continuously supervising the activities, and intervening to correctively take action, when necessary. However, in the MBE-P type, the leaders tend to passively wait until mistakes or errors occur, then they take corrective action. Nevertheless, the emphasis is on transformational leadership which can be both directive and participative (Avolio, 1999; Bass & Riggio, 2006). Table 3.2 summarises the two types of transformational leadership (participative-directive) and the components of the full leadership model (Bass & Riggio, 2005).

Different views exist regarding the work of Burns (1978) and Bass (1995). For example, Couto (1997) draws attention to the comprehensible differences between their views. Thus, he suggests that Burns’ work includes a social capital element to leadership, and emphasises the change process, rather than just a series of separate acts. On the other hand, Couto (1997) believes that Bass’ work translates the transformational leaders’ actions as a one-way relationship, and as an expansion of the follower’s needs and self-interest. Indeed, Couto identifies these elements as creating “increased motivation in followers to attain the leader’s designated outcome and eventually to perform beyond their own as well as the leader’s initial expectation” (p. 1). However, Bass and Riggio (2006) assert that an increasing body of evidence sustains the effectiveness of transformational leadership over transactional leadership, and that transformational leadership is an expansion of transactional leadership.

A number of critics have observed that transformational leadership is unethical when dealing with individual considerations, and is anti-democratic, especially when considering an issue of charisma. For example, Bass and Riggio (2006) describe a charismatic leader as directing “dependent followers out of crises with radical solutions to deal with their problems” (p. 11). However, these inspirational leaders are seen as significantly directive in their behaviours. In contrast, intellectually motivating leaders can over challenge their followers (Shields, 2003). Excessive challenges may result in anxiety, stress and an unhealthy work environment.

Table 3.2 Two Types of Transformational Leadership and the Full Range of Leadership Model

Component Participative Directive

Laissez-faire Choose what you believe is Let the followers find the answer correct. I am happy with your to their questions by themselves. choice. Management-by-exception Let’s participate in developing These are the rules, and how you rules that will be used to help us should not violate them. identify the errors Contingent reward Let’s concur about what should be If you accomplished the goals, done and how the reward will be I’ve proposed. I will acknowledge given if you achieve the goals. your achievement by rewarding you.... Individualised How can we cooperate as a group The necessary support you need to consideration to provide each other the support develop capacities in the job will that is necessary to improve our be provided by me. capacities? Intellectual stimulation Can we communicate to discuss You must reconsider and question our assumptions without your assumptions. Otherwise, you criticising each other’s ideas? will be left behind. Inspirational motivation Let’s cooperate to combine our You must tell yourself that I am goals for the benefit of our group. improving, monitor your progress, and continuously build your capacities over time. Idealised influence We can achieve our goals because You must have faith in me and my of our trust in each other. I need guidance to accomplish what we your help to obtain our mission. have proposed to do.

Table Adopted from Bass and Riggio (2006, p. 12)

Bass and Riggio (2006) responded to these criticisms, asserting that leaders can share the structuring process of setting visions and selecting ideas with their followers. They contend that these practices encourage leaders to be democratic and

46 collective in their leadership endeavours. In his work on the impact of leadership on educational technologies, LaBonte (2005) replies to the previous ethical and social criticisms. He reaches the conclusion that the transformational leadership model is useful for leading systemic and organisational change, as well as for “moving beyond managerial and instructional leadership to providing strategies for coping with complex change” (LaBonte, 2005, p. 32).

Based on their extensive studies aimed at providing a full model of transformational leadership in schools, Leithwood and Jantzi (2000; 2006) developed a transformational leadership model. They identified three major categories of effective leadership practices, in line with nine sets of sub-practices. Leithwood and Jantzi (2006) proposed that these categories:

Included in the category Setting Direction are the dimensions building school vision, developing specific goals and priorities, and holding high performance expectations. In the category Developing People are the dimensions providing intellectual stimulation, offering individualized support, and modelling desirable professional practices and values. The third category, Redesigning the Organization, includes the dimensions developing a collaborative school culture, creating structures to foster participation in school decisions, and creating productive community relationships. Each dimension is made up of multiple, more specific, practices which encourage contingent responses on the part of leaders depending on the contexts of their work. (p. 205)

Leithwood (2004) proposed that, in order to develop a shared understanding about the organisation, to bring followers on board, and to provide a sense of purpose or vision, “Setting Direction” is a crucial aspect of leadership. He also suggests that, “although clear and compelling organizational directions contribute significantly to members’ work-related motivations, they are not the only conditions to do so” (p. 12). Therefore, the component of “Developing People” is important in offering intellectual stimulation, and providing individualised support, as well as having the appropriate model of work. Leithwood and Jantzi (2006) emphasise that school leaders attend to “Redesigning the school” of the school in order to build collaborative relationships within the school and between the school and the community. Therefore, redesigning the school is needed to make the organisation compatible with and receptive to change. They also suggest that the empirical evidence supports the validity of transformational leadership in schools and its effects on leading educational change. Additionally, realistic and useful components

47 of change leadership have been put forward by Fullan (2001) in his theory of leading in a culture of change, which is generally consistent with the models previously discussed.

Fullan (2001) proposes a leadership change theory that helps school leadership to discover the important aspects of how to lead in a culture of change. He contends that the leadership should collectively “mobilize people’s [leaders and followers] commitment to putting their energy into actions designed to improve things” (Fullan, 2001, p. 9). Based on a body of empirical evidence, he also posits that moral purpose, understanding the change process, relationship building, and knowledge creation and sharing, as well as coherence making, are five important interconnected components of effective leadership in times of change.

3.8.2 Summary of Leadership Theories

The preceding sections have discussed the definition of leadership, and the differences between leadership and management, as well as the different theories and models of leadership that facilitate change. Clearly, there are differences in the way leadership is conceptualised (Razik & Swanson, 1995); however, power and influence are the most common elements of many definitions. Although, leadership and management are different (Razik & Swanson, 1995; Fullan, 2001), they appear as complementary components in leading change in an educational setting.

Burns (1978), Bass (1995), Leithwood and Jantzi (2006) all describe transformational leadership as a fundamental model for achieving change in a social context. They emphasise that the purpose must be provided by leaders, and shared with the followers, to make sense of the vision. Also, they draw attention to the relationships within the school community as a factor that affects the success of leadership practices. Therefore, leadership plays a significant role towards inspiring followers and motivating them to respond with high levels of commitment to organisational goals. The powers that are exercised by leaders have been acknowledged as one of the major themes in transformational leadership models (Bass, 1995; Burns, 1978; Leithwood & Jantzi, 2005). Bass (1995), and Leithwood and Jantzi (2006) pay attention to individual needs as a factor that might influence individual performance. Further, the criticisms aimed at transformational leadership,

48 such as ethical issues and antidemocratic behaviours associated with such leadership, have been discussed. A further component, proposed by Fullan (2001), addresses five interconnected components of effective leadership in times of change.

The literature review reveals that leadership is central for embedding ICT in today’s complex school environment (LaBonte, 2005). The International Society for Technology in Education (ISTE, 2009) has provided standards outlining the important skills needed by school leaders related to ICT, namely: leadership and vision, learning and teaching; productivity and professional practice; support, management and operation; and assessment and evaluation. According to ISTE, school principals as school leaders need to perform effectively in these areas to implement ICT efficiently. The literature on transformational leadership outlines leadership elements which are compatible with the ISTE requirements. Also, many empirical studies (e.g., Herold, Fedor, Caldwell & Liu, 2008; LaBonte, 2005; Leithwood & Jantzi, 2000) suggest that the transformational leadership model has a large impact on followers’ commitments, attitudes and behaviours towards change. For these reasons, some components of the transformational leadership model by Leithwood and Jantzi (2000, 2006) have been customised, reconceptualised and selected for the current study context, ICT change. Understanding leadership practice within this dynamic is central to developing insight into how leadership practices for embedding ICT influence the improvement of school outcomes (LaBonte, 2005). Thus, the next Section is dedicated to the school principal’s role of embedding ICT in their schools.

3.9 School Principals’ Practices

The previous Section has explored the concept of leadership in general. It discussed the differences between leadership and management, and examined different theories and models of leadership that facilitate change. The aim of this Section is to focus on the evolution of principals’ roles as effective educational leaders when embedding ICT in their schools. The broad categories will be reconceptualised, customised and adopted from Leithwood, who has 20 years of experience of research in the practices of school leadership (Leithwood, Louis, Anderson, & Wahlstrom, 2004). Importantly, Leithwood, Day, Sammons, Hopkins

49 and Harris’ (2006) model is a significant contribution to understanding transformational leadership. Additionally, a synthesis of the literature will elicit the remaining components of the leadership practices. This literature base is analysed to identify plausible theoretical frameworks to inform the role principals play in leading and embedding ICT. Finally, the outline of the framework of this study is described.

It has been argued that the school principal is a central player in all successful ICT implementation cases (LaBonte, 2005; Lee, Gaffney, & Schiller, 2003). For example, Burke (2008), Hughes (2005) and Mulford (2003) examined empirical studies and found a link between successful embedding change and the principal’s capacities as a leader of change in leading educational reform. Indeed, Burke postulates that leadership is the most visible factor differentiating between successful change and change that fails. Further evidence for this assumption can be found in Jung, Chow and Wu (2003), as well as Schlueter and Walker (2008), who have documented principals’ impact either directly or indirectly on the implementation of change. Additionally, Watterston (2008) asserts that “the capacity of a school system to improve student performance is directly related to the identification, attraction, development and appointment of high performing principals” (p. 1). He concludes that the school’s outcomes are impacted significantly by the quality of the principals’ practices. Internationally, research has shown that the practices and behaviours of school principals have a clear effect on students, and the school community development and success, either directly or indirectly (Gurr, Drysdale, Swann, Doherty, Ford, & Goode, 2005). The source data for the authors’ conclusion emerged from The International Successful School Principalship Project (ISSPP) data. The Project was a three-phase project involving eight countries (Australia, Canada, China, Denmark, England, Norway, Sweden, and the USA). Multiple-perspective case studies, surveys, and observational case studies were conducted to understand the impact that principals have on school improvement (Gurr et al., 2005).

Although many studies have investigated the implementation of change and leadership (e.g. Yuen et al., 2003; Afshari, Bakar, Luan, Samah, & Fool, 2008; Birinci, & Kabakci, 2007), there remain unanswered questions about the impact of principals’ practices on these processes (Mumford & Licuanan. 2004; Schiller 2002). Within the Kuwaiti context, specifically, the roles and practices of principals in the

50 implementation of ICT have not been studied. Importantly, these roles cannot be explored alone. Hence, their roles must be assessed with respect to their leadership practices. Therefore, the exploration of both the principals’ roles and leadership practices for embedding ICT in today’s school system is vital in gaining a better understanding of what works (or does not work) and why.

3.9.1 Changes in School Principals’ Roles

Social growth, the advancement of technology, and global economic development are factors that have been formulated through the change in nature of work. Crow, Hausman and Scribner (2002), examining the reasons for reshaping the school principals’ roles, identified the main reason for the evolution of their roles as the significant change in the nature of work. Thus, the present environment has resulted from an emphasis on rationality towards managing complexity in a modern day era. Further, as noted by Crow et al. (2002), “[c]omplexity means that work is more driven by the accumulation of additional knowledge and the adding in of more demanding activities” (p. 193). This change has many ramifications; instead of standardising procedures, they now need to be customised, with ongoing learning being fostered. Therefore, the roles of the principal “in such a dynamic environment requires the ability to create or facilitate the creation of innovative customized responses” (Crow et al., 2002, p. 193).

Within this setting the principal’s roles have been changing rapidly. Thus, school principals are now expected to respond urgently and effectively to change (Gronow, 2007; Watson, 2006); at the same time they must be an administrator, an instructional leader, as well as change agent. Fullan (1996), attempting to understand why and how the role of the school principal as leader has changed, proposes eight trends that affect school principals directly. These trends, outlined below, are applicable to the Kuwaiti context (the three remaining trends are not applicable to the Kuwaiti context), even though the original work of Fullan was conducted in a different culture. The first and most important trend is self-managing, in which school principals are assumed to develop collaborative work cultures, with a focus on teaching and learning for all students. The second trend, school-community governance, occurs when school boundaries become broader and more transparent.

Therefore, the principals have the responsibility of maintaining parental/community- school relationships. Crow et al. (2002) posit that “a major role for principals in these contexts is to buffer teachers from external contacts, pressures, and disruptions” (p. 192). The third trend relates to the principal’s role to evaluate the massive expansion in information technology (Fullan, 1996), and to avoid potential negative harm (Tirozzi, 2001). Fullan (1996) describes the fifth trend as the need for principals to concentrate on new learning outcomes, as well as to recognise the differences between the purpose of the school in the past and its purpose during times of change.

The trends discussed above exemplify the new roles of school principals in times of change. Portin, Alejano, Knapp and Marzolf (2006) refer to some of Fullan’s trends; they highlight that policy, professional growth in the field, the community contexts and competition are major forces for the increase in the school principals’ responsibilities. As a result of these changes, leadership practices have been affected and reshaped. Within the mix of an already altered landscape, the embedding of ICT also requires the principals’ roles to be re-constructed, re- organised and supported. The outcome is a change in school leadership practices and behaviours. For the successful embedding of ICT, the principal’s role must be redefined (LaBonte, 2005). In the Kuwaiti context, however, principals are constrained by the centralisation tendency existing in recent years. For example, principals in Kuwait are obligated to align their school’s activities with the general District and Ministry’s roles. Therefore, more effort and resources are needed to ensure that the principals are able to pursue their roles creatively.

Additionally, it is anticipated that school principals will continue to gain more accountability and responsibility “for creating and sustaining school and classroom cultures which are able to manage change and respond to ongoing change in society, family, students’ attitudes to formal learning and developments of technology” (Day, 2003, p. 157). Clearly, the roles of principals have changed over time, along with the need for their practices to embed change. The next section presents a range of views about the roles of school principals.

3.10 Leadership Roles of School Principals

Generally, research into the roles of school principals has centred on identifying the qualifications, skills, competencies and behaviours of effective school principals in leading their schools. The literature reveals that school principals have multiple managerial and leadership roles that involve leading change; they are described as the gatekeepers of change in schools. For this reason, school principals have been regarded as assuming a role in either impeding or facilitating the change (Fullan, 2007; Ma, 2003). Consequently, school principals are guides, coaches, consultants, facilitators, motivators, leaders, inspirers, administrators, monitors, supervisors, instructors, organisers, analysers, policy executors, problems solvers, professional community developers, and change agents (e.g. Busher, 2006; Cameron & Green, 2008; Flanagan & Jacobsen, 2003; Lunenburg & Ornstein, 1991; Mumtaz. 2002). These attributes are particularly vital in large-scale educational change (e.g. Eisenbach, Watson, & Pillai, 1999).

The two main roles undertaken by the school principals are management and leadership roles (Crow et al., 2002), which serve three variables within the school setting, namely: motivating staff and students, enhancing the abilities of the school community; and improving the workplace conditions (Leithwood et al., 2006). As discussed earlier in Section 3.8, the study incorporates other theoretical frameworks, as required, to fully identify those leadership practices that directly affect the ICT embedding process, and influence the extent of ICT encouragement, support, and management. From the literature, and the discussion above, five components of leadership practices have been identified from the literature on leadership practices for school principals, namely: Finance Management, Setting Direction, Developing Staff, Building Collaboration; and Principal Agency. These five components of leadership practices, discussed below, interact with each other on a continuum. For example, principals need to organise ICT technical support to ensure that teaching staff are not frustrated because of a lack of equipment. Here, the principal eliminates one of the de-motivating extrinsic factors which represent the nature of the interactions among the five components.

3.10.1 Finance Management

School principals, as leaders, undertake a financial management role, which includes managing the school budget, resourcing the school, maintenance of resources, and acquiring the ICT infrastructure; these tasks fulfil the school requirements. Managing ICT infrastructure, especially in a time of change, is a critical endeavour, calling on the abilities of the school principal to manage, facilitate and organise ICT activities (Paton, & McCalman, 2008). The current research, therefore, focuses on the broader aspects of the Finance Management role that the principal plays, and how this influences the embedding of ICT.

Firstly, school principals undertake a significant role in managing the budget and school resources (Anderson & Dexter, 2000; Mestry & Naidoo, 2009). However, the role can be one of the biggest obstacles in school improvement and change implementation success. For example, Birinci and Kabakci’s (2007) study investigated principals’ views about their roles in technology planning in Turkey. They found that principals face problems when there is a lack of authority for purchasing technology and arranging technological activities. Indeed, the implications of insufficient funding can create obstacles that have a large effect on the implementation of ICT across many countries (Pelgrum, 2001; Watters, 2002). Further, Mendez- Morse (1992), who reviewed Leadership Characteristics That Facilitate School Change, points out that an effective principal needs to provide their staff with their necessary human and materials resources to make them perceive the change.

Empirically, Yee’s (1999) qualitative study explored the lived experiences of selected ICT-enriched school principals across Canada, the United States, and New Zealand. The study sought to provide a perspective on ICT leadership, describing the principals’ behaviours and practices in dealing with ICT, staff, students, and parents. Yee also suggested a framework for ICT leadership, which included eight categories of ICT leadership, namely: (a) equitable providing; (b) learning-focused envisioning; (c) adventurous learning; (d) patient teaching; (e) protective enabling; (f) constant monitoring; (g) entrepreneurial networking; and (h) careful challenging. All participating principals, across the three nations, were found to play a vital role in

54 managing the school’s budget. Specifically, how they managed financial matters had a positive influence on their staff’s ability to incorporate ICT into their teaching practices.

Within the equitable providing category, item (a) above, Yee included finance. The study’s findings showed that it was essential for principals to meet their staff’s actual material and infrastructure needs. Further, Paterson (2007), who studied the costs of ICT in developing countries, concludes that “developing countries that have to deal with constrained budgets, financial allocations to ICT must properly take into account the full costs of sustainable ICT system” (p. 98). Therefore, expanding the principal’s role in managing financial matters is a significant aspect to investigate when exploring effective leadership practices for embedding ICT.

Indeed, according to Gronow (2007), effective management of the school’s budget and resources is related to the school principal’s role in building/ICT infrastructure maintenance. The importance of such maintenance has been widely acknowledged as a factor that works to either facilitate or hinder leading schools (e.g., Fly, 1990; 1999; Otto & Albion, 2002; Stronge, Richard, & Catano, 2008). In modern schools, if the technological infrastructure is not efficiently maintained, the teachers will become discouraged and switch off from the use of ICT (Creighton, 2003). Consequently, principals need to understand that “the school budget [must] be managed in line with pedagogic needs…[and] correspond to the school’s activities” (Fisher & Friedman, 2008, p. 649).These correlated roles are, therefore, the primary roles of school principals (Davis, Darling-Hammond, LaPointe, & Meyerson, 2005). Thus, as the school principal is the support and finance manager, the first component of the framework of the effective leadership practices in the current study is Finance Management. The second component, discussed below, is Setting Direction.

3.10.2 Setting Direction

Within the school environment, principals undertake various leadership roles to improve school performance; these roles need to be consistently, harmoniously, strategically and purposefully practised. Cognisant of this need, Leithwood et al. (2006) categorised a series of practices under ‘Setting Direction’ to represent the various leadership roles related to the school vision or mission. The first category

55 encompasses practices that are concerned with how to motivate and inspire the school community, and to establish a high morale. Also identified by Avolio (1999), Bass and Riggio (2006), and Fullan (2001), in terms of the transformational leadership components, Setting Direction provides clarity for the roles and objectives, paints a clear image for the future, and systemises the movement (Leithwood, Harris, & Hopkins, 2008). Specifically, Leithwood and his colleagues maintain that school principals need to build a shared vision in order to appropriately serve the school variables.

Otto and Albion (2002), supported this premise through their study aimed at understanding the role of school leaders in realising the potential of ICT in education. They concluded that the ability of school principals to develop and articulate a vision for ICT integration is critical. Similarly, Crowther, Hann and Andrews (2002) suggest that creating a shared vision is necessary in leading schools in times of rapid change. Such practice is seen as a primary force to promote and improve the understanding of the vision and the relationships, as well as the work conditions for teachers (Cameron & Green, 2004; Coleman, 2007). Value and confidence can also be created among the school community, which helps to raise teachers’ awareness of the goals for the future; hence, the resistance to change is reduced (Wedel, Kalischuk, Patterson, & Brown, 2007). Therefore, the principal needs to explain the general strategies and visions to the staff, and thus create a general agreement related to the vision among the staff. In order to do so, the school principal needs to stimulate staff creativity, and provide new challenges for them. setting direction, the second component of the framework, is then followed by the third component, building sharing vision.

The importance of building sharing vision has been extensively emphasised in the literature. For example, the International Society for Technology in Education (ISTE) (2002) NETS Project standards has highlighted vision sharing as one of the most important factors to positively influence the outcome of an organisation. Furthermore, Cranston and Ehrich (2008), reporting on interviews with ten Australian leaders, identified five key leadership practices. One key leadership practice involves ‘Inspiring a Shared Vision’. To achieve this outcome, leaders need to have a long-term view around which they can build this vision. This process

56 allows them to motivate organisational change, and influence their followers to convert the vision into action (Buenger, 2006). Further, Mendez-Morse (1992) argues that a shared vision fosters ownership and commitment by the staff to the vision. Bennis (1990), therefore, emphasises the need for all leaders to “have the capacity to create a compelling vision, one that takes people to a new place...[as well as] the ability to translate the vision into reality” (p. 46). An essential skill for an effective school principal is the ability to build a shared vision that allows all stakeholders to be involved. The next component of effective leadership emanates from the shared vision.

Principals need to gain or foster an agreement of this vision within the school community. According to Leithwood et al. (2006) and Leithwood (2004), such an agreement is essential for driving the whole school towards achieving mutual goals. This subcomponent assists in prioritising the school goals, as well as in persuading individuals to accept the group goals; however, “unless this happens, the [school’s] goals have no motivational value” (Leithwood et al. 2006, p.29). Thus, the school principal needs to establish the potential benefits and problems of the change vision through discussions and communication. According to Rogers’ (2003) theory, channels of communication must be open and must provide an opportunity for all school community members to explore the new vision of change and, at the same time, assist in the dissemination of the change vision.

Cameron and Green (2004) have expanded this point by maintaining that discussions be maintained so that the potential benefits are absorbed and the problems are fully considered by the community members. At this stage, the principal needs to play a proactive role in communicating directions, giving meaning, and defining the roles of each person (Cameron & Green, 2004; Fullan, 2001). Through effective communication dissatisfaction and the normal anxiety, associated with the change vision, can be reduced and overcome (Eisenbach, Watson & Pillai, 1999). According to Mendez-Morse (1992), communicating the vision results in committed staff, who then act to fulfil the vision. Additionally, effective communication ensures that the staff have a clear understanding of the vision which, in turn, helps to shape their identity and passion (Avolio & Bass, 2004), and increase their commitment toward the desirable goals.

Numkanisorn (2004), in his study of secondary schools in The Brothers of St, Gabriel, in Thailand, titled An exploration of the impact of principal leadership behaviours on school culture, provided empirical evidence that transformational principals (leaders) positively communicated their vision in a variety of ways to ensure the vision was embraced by the staff. Importantly, the principal needed to make the vision easily understandable, attractive to staff, reliable, realistic, and achievable. Similar outcomes, regarding the communication of the potential benefits to staff of embracing ICT, were identified by Mohammad, Manssour, and Wegerif (2011). Their empirical study investigated the effectiveness of a new CPD (Continuing Professional Development), which was based on supporting teachers as action researchers in Kuwait. They noted that it was essential for the principal to encourage the staff to explore the ICT potential through the use of practical examples. The importance of discussions on the ICT benefits, as a mechanism to raise the staff awareness of ICT, was also emphasised. To develop this area further, the following paragraphs address the motivational practices discussed in Leithwood et al.’s (2006) model of effective school principals.

Motivation has been commonly described as the most significant force to “mobilize people’s [leaders and teachers] commitment to putting their energy into actions designed to improve things” (Fullan, 2001, p. 9). Additionally, it is seen as a key factor to driving teachers towards achieving the change goals. Therefore, motivational strategy must sit at the top of the set of priorities for leading educational change (ACCEL-TEAM, 2009; Covington, 2000). Indeed, Holbeche (1998) posits that school principals need to provide inspirational motivation to effectively lead the school through the implementation stage.

Within the present setting, the term motivation is used to refer to the concept that incorporates the development of incentives or conditions to assist a person towards a desired behaviour or goal, whether this outcome is achieved through intrinsic or extrinsic motivation. However, effectively motivating staff to adopt ICT is a most difficult challenge facing principals (Barnes, 2005; Evans, 1999). Hence, the current study documents motivational practices, and so provides valuable answers to the question: Are principals capable of motivating the teachers to adopt ICT?

For the purpose of the current study, the term motivation is defined as “the impetus that gives purpose or direction to human or animal behavior and operates at a conscious or unconscious level” (VandenBos, 2007, p. 594). Further, motivation can have intrinsic and extrinsic factors that stimulate desire and energise staff to continuously seek the attainment of the change goal (Sinclair, 2003).

A number of motivational theories, such as expectancy-value theory (Eccles, & Wigfield, 2002; 2000), attribution theory (Weiner, 1985), social cognitive theory (Wood, & Bandura, 1989), achievement goal theory (Elliot, & Dweck, 2005), self- efficacy theory (Bandura, 1977), self-determination theory (SDT) (Deci, & Ryan, 2002), and intrinsic and extrinsic theory, guide and explain the motivation processes (Schunk, Pintrich & Meece, 2008). Therefore, a range of strategies have been developed to provide insight into how to motivate a school community (Schunk et al., 2008). Although, much attention has been applied to using these theories for teaching and learning processes, the current research focuses on the intrinsic and extrinsic motivational forms that can help principals to motivate teachers to adopt ICT change.

Firstly, intrinsic motivation is concerned with the value received from the work itself, as well as the feelings, challenges, meanings, significance, and enjoyment that an individual receives from successfully engaging in work (Holbeche, 1998; Sergiovanni, 2007). According to Malone and Lepper (1987), motivation is basically what someone does without external pressure. Herzberg (1966, in Holbeche, 1998) described these intrinsic or ‘hygiene’ factors as achievement, growth, recognition, empowerment, challenges, and the work itself. These factors appear to produce motivational results and, therefore, school principals as leaders need to provide intrinsic motivation for teachers.

Secondly, extrinsic or external motivation relates to external factors that arouse a person’s commitment to complete a task. These factors might arise out of a sense of guilt, a sense of obligation, a need to achieve some goal, or the receipt of rewards (Deci & Ryan, 2002). Whatever the source of the extrinsic motivation, it is possible to provide others with situations (or an external environment) that are motivating. Extrinsic motivation has been defined by Sergiovanni (2007) as being:

...based upon the value a person receives from the external context of the work. Better working conditions, more money, a new title, prizes, a reward, and compliments from supervisors are example of extrinsic motivators (p. 128).

Herzberg’s (1966, in Holbeche, 1998) theory, ‘Two Factors–Hygiene and Motivation’, includes extrinsic factors such as the management of an organisation, and leadership, as well as the relationship an individual has with their peers. However, these factors are more likely to bring about a de-motivated feeling. Consequently, school principals need to clarify any de-motivating extrinsic factor in order to avoid the failure of the desired change goal. To counteract the de-motivating factors, principals can provide staff with rewards for achievement, recognise their efforts, provide positive performance feedback, challenge them to learn new things; and increase their responsibilities and accountability for decision making (Schunk et al., 2008).

A variety of intrinsic and extrinsic motivational strategies can be used to encourage and embed ICT in schools, such as motivation through curiosity, motivation through challenges, motivation through competition, motivation through cooperation, and motivation through recognition and development (Altwaul, 2006; Evans, 1999; Kidd and Song, 2005; Schunk et al., 2008). By utilising intrinsic or extrinsic motivation, principals will enhance the ICT uptake; however, to ensure that the outcome is positive, it is important to examine the principal’s abilities to motivate staff towards ICT adoption. Included within this activity is the setting of high performance expectations for the staff.

Setting a high performance expectation for staff has been described as an effective school principal practice (Eisenbach, Watson & Pillai, 1999; Murphy, Elliott, Goldring, & Porter, 2006). Such expectations provide challenges that promote and motivate staff performance, and offer them great opportunities to explore their abilities within the change situation. Leithwood et al. (2006) explain the importance of such practices by stating that “[it demonstrates]...a central behaviour in virtually all conceptions of transformation and charismatic leadership” (p. 30). This means that the subcomponent is significant for change, especially where that change seeks to improve the school’s performance. For Cameron and Green (2004), the most significant function of transformational leaders is to raise the teacher’s

60 confidence and expectations of themselves. Acknowledging the impact of Setting Direction categories and its subcategories on teachers’ attitudes, beliefs and performance, also needs to be supported professionally and socially. This activity, therefore, leads on to the exploration of the importance of Developing Staff, the third component of the current study (and largely extracted from Leithwood et al.’s (2006) model).

3.10.3 Developing Staff

Developing Staff, the third component of the current study, was derived and reconstructed from Leithwood et al.’s (2006) model of leadership. This component includes four subcomponents: (a) providing individualised consideration; (b) providing individual professional development opportunities; (c) principal involvement in supervising professional development activities; and (d) modelling the way or providing an appropriate model. Each subcomponent is widely acknowledged as an effective practice for school principals as leaders (e.g., Avolio, Bass, & Jung, 1999; Cranston & Ehrich, 2008; Houseman, 2007; Kouzes & Posner, 2003; Leung, Watters, & Ginns, 2005). According to Leithwood et al. (2006), the purpose of the main component and its subcomponents is to build capacity and to develop the school community, professionally and socially. However, as well as promoting the knowledge and skills needed for accomplishing the change vision, the leader needs to create “the dispositions to persist in applying knowledge and skills…leading to a sense of mastery” (p. 30). Therefore, these elements make significant contributions in developing the school community and obtaining the change vision.

Effective school principals are mentors who care about teachers’ needs for accomplishment and recognise individual differences. According to Bass (1995), ‘Individual Consideration’ is a most significant practice. For example, authentic transformational leaders are concerned about the growth of their staff and the development of their skill on an individual basis. Additionally, they are concerned about the school community member’s feelings and needs (Hoy & Brown, 1988). These leadership behaviours are important, particularly during times of change, especially when tension, anxiety, ambivalence, uncertainty and struggle can occur

(Fullan, 2007; Lewin in Richie, 2006, Rogers, 2003). Yee’s (1999) constant monitoring category incorporates individual consideration as an indicator of the effective principal; one who recognises individual differences and understands staff strengths and weaknesses. Such recognition provides the principal with clear insights of staff capacities, which can be enhanced and supported accordingly. Mendez- Morse (1992) emphasises that effective leaders address the needs of the individual to contribute to the development of the group. Therefore, providing individualised consideration is a vital subcomponent for leading the ICT embedding process.

The importance of the school principal’s role in supporting the school community members to grow, leads to thoughts about the building and management of professional development. Thus, providing individual professional development opportunities helps to meet the self-actualised needs of each school community member, aiding them to achieve high motivation (Fullan, 2001).This subcomponent is particularly important in managing ICT change “[as] the technology changes in nature more rapidly, becomes more sophisticated and converges with other technologies” (Lee & Winzenried, 2009, p. 12). As Yee (1999, p. 175) pointed out, the principals of ICT-enriched schools “have developed policies that allow both teaching and support staff to access professional development opportunities such as substitute coverage or funding for workshops and courses”.

This observation illustrates the importance of having a professional development plan and the significance of meeting actual staff PD needs. In the Kuwaiti context, Alharbi (2012) conducted a qualitative study that involved 14 teachers from three primary schools. The study focused on teachers’ perceptions regarding ICT usage and equipment in Kuwait. It revealed that teachers were not provided adequate professional development support, nor were they given clear instructions on how to use ICT in the classrooms. Alharbi called for further PD support, focusing on ICT skills for the teaching staff. Moreover, Mohammad et al. (2011) called for continuing professional development activities to prepare and enhance staff skills so that they benefited from incorporating ICT, and its potential, within their teaching and learning approach. Therefore, continuous school-based professional development can be seen as an imperative activity. Additionally, micro level exploration can help to gain a better understanding of the effectiveness of

62 leadership practices when school principals are supervising professional development activities during ICT embedding.

The Kuwaiti Ministry of Education (1999) identified supervising professional development activities as one of the school principal’s responsibilities. Over time, a range of definitions have been proposed for the term “staff development” (Kydd, Crawford & Riches, 1997), for example, the activity of staff training, consciously initiated by organisations to improve staff capability when filling particular roles, specifically in relation to teaching. Such staff development training activities should be based on staff needs, interests, responsibilities and circumstances of work-related tasks. Further, a clear policy implementation is required that includes financial resources for building the training activities. The purpose of staff development, as argued by Briault and West (1990), Kolmos, Rump, Ingemarsson, Laloux and Vinther (2001), and Pesavento, Bator and Ross (1994), is threefold.

First, professional development provides basic knowledge for school improvement; this leads to school growth, either as a unit or of staff individually. Second, it creates a better atmosphere, which helps staff to interact effectively. Third, it establishes a good understanding among the school’s community members in terms of priorities. Importantly, in order to successfully involve staff, the first task of the school principal is to create the right climate in which school-wide staff development can take place. Without a plausible, creative, positive environment for staff development processes, staff performance may be negatively affected (Kydd et al., 1997). Further, professional development must be practised in two dimensions. Firstly, the whole school community must have access to professional development opportunities, which are provided for all the school community members, as well as the teachers.

It is the principal who effectively governs the staff development within the school context (Kozloski, 2006). They provide the funds to establish these activities, build the policy and the training program structures, review the training content, assess staff to extract their needs, and supply the material and equipment needs. Indeed, principals are the most important people in the school; they can either help or impede the function of staff development. The most common effective practices for

63 building and managing school-based professional programs are depicted in Figure 3.1, being adapted from the work of Garet, Porter, Desimone, Birman and Yoon (2001), Kydd et al. (1997), Loucks-Horsley, Love, Stiles, Mundry and Hewson (2003), McCarney (2004).

Fig should go here

To lead the way, principals need to be role models, demonstrating the change, and displaying effective practices through their own behaviours (Cameron & Green, 2004; Day, 2003; Kouzes & Posner, 2003). Leithwood et al. (2006) label this practice as providing an appropriate model, the final subcomponent under ‘Developing Staff’. Holbeche (2006) contends that leaders should strengthen the new directions or change, by consistently demonstrating the change in their own behaviours, symbolically walking the talk (Kotter, 2007, p. 4). Kouzes and Posner (2003), expanding this point further, posit that leaders need to establish a clear and easy to follow route that achieves the objective of change and generates opportunities for victory.

Figure 3.1 Supervising Professional Development Activities

Yee (1999) labels this subcomponent as adventurous learning, where effective principals model the way for the staff by developing their personal competences and being willing to experiment, and cope, with new ICT developments. According to

Leithwood et al. (2006), “demonstrating transparent decision making, confidence, optimism, hope, resiliency and consistency” (p. 32) helps school principals to differentiate between the talk and the deed. The importance of this subcomponent depicts the visibility meaning (Houseman, 2007). Therefore, it is important for school principals to embody desirable behaviours in their own actions and practices for the change.

3.10.4 Building Collaboration

Success in achieving change goals also requires principals to ensure that schools are harmonious, well-structured organisations, where the staff collaborate and interact to achieve good outcomes. Indeed, Leithwood et al. (2006) argue that “little [will be] gained by increasing people’s motivation and capacity if working conditions will not allow their effective application” (p. 32). At times the school’s culture might need to be redesigned to ensure that the school is ready to embody the change objectives. Thus, redesigning the organisation or school culture was fundamental to re-settling the schools’ parts and improving the working conditions.

Specifically, Liontos (1992) argued that leaders are responsible for promoting a dynamic redesigning effort for the school’s cultural values, norms and beliefs. The significance of redesigning or reshaping the school culture has been discussed previously in the theories of change (Section 3.5). For example, Lewin’s (1952 in Richie, 2006) model emphasised the unfreeze step which focuses on making the organisation receptive to change and breaking down the existing status quo. However, this action can only be undertaken following the establishment of collaboration throughout the school. In his study, Yee (1999) describes such collaboration as an important aspect of effective leadership practices. Additionally, Yee indicates that, “In all of the ICT-enriched schools, collaboration appears throughout the organisations” (p. 209), which is critical in building new teaching and learning practices. Further, quoting directly from Numkanisorn (2004),

The theory of transformational leadership emphasises engaging leaders with followers in order to inspire them to go beyond self-interest, work toward values-driven, higher-level goals, participate in shared decision making, and develop school-based solutions to challenges (p. 52).

Building collaboration also contributes to improving Professional Learning Communities, particularly during schooling reforms (Cranston, 2009; Morrissey, 2000). Building collaboration into a school system is essential to comply with and facilitate the multitasking associated with ICT embedding. This component has been widely acknowledged as a cornerstone of any successful change (Mendez-Morse, 1992; Nahavandi, 2009), along with its subcomponents: (a) building a collaborative work culture; (b) building a team; (c) solving problems; and (d) connecting the school to its wider environment “other schools”.

Within this context, building the school community, enhancing productivity, and reducing the potential conflicts during the time of change requires the promotion of a collaborative work culture (Fullan, 2007). According to Leithwood et al. (2006), this subcomponent aims to improve the school community, develop professionalism, enhance student achievement, and help obtain the change goals. Since change means challenging the status quo, building a collaborative school culture is a key way to overcome resistance and foster acceptance (Gilley, Dixon & Gilley, 2008). Further, promoting a collaborative work culture helps to improve the sharing of knowledge; this is needed in a society that rapidly produces information. Collaboration also disseminates the shared meaning of the change vision. For this reason, Leithwood et al. (2006) contend that school principals need to practically demonstrate this subcomponent in order to effectively fulfil their role by contributing to:

...productive collaborative activity in their schools...[as] skilled conveners of that work. They nurture mutual respect and trust among those involved in collaborating, ensure the shared determination of group processes and outcomes, help develop clarity about goals and roles for collaboration, encourage willingness to compromise among collaborators (pp. 33-34).

The above quote clearly articulates the importance of the school principals’ involvement and capacities in building a collaborative culture. Further, during periods of change, staff may need to collaborate in order to reach a satisfactory level of performance (Mendez-Morse, 1992). According to the Leithwood et al.’s (2006) model, this set of practices “is a function or behaviors common to virtually all conceptions of management and leadership practice” (p. 34). Therefore, building a collaborative culture is imperative leadership practice. Consequently, building a team in a school involves the building of a collaborative culture and making valuable

66 contributions that improve the school’s performance (Burke, 2008). For this reason, the next Section explores the literature related to the sub component, building teams.

Researchers often describe school principals as team builders (e.g., West, 2002). Indeed, Bubshait and Farooq (1999), in their “Team building and project success” paper, discussed the importance of building an effective team to successfully manage and complete any organisational project. Further, principals can only transform their school through the effort of the staff (Fullan, 2002c). In Lessons of Leadership by Hay Management Consultants (McBe, 2000), 200 highly effective principals were compared with 200 senior executives in business; in both groups setting, building and developing teams resulted from effective leadership practices. The importance of allowing staff to participate in teams has been widely highlighted as the way to provide staff with the opportunities to develop their leadership skills (Liontos, 1992; Yee, 1999). Importantly, effective “principals value shared leadership [activities] because it allows for [the] creation of ‘energised and committed’ staff members” (Yee, 1999, p. 188). In his case study, West (2002, p. 21) identifies the building team function of a school principal as “[establishing] trust and support among teachers and between teachers and administrators to enable them to work in tandem to build an effective school”.

One benefit of empowering staff through forming school teams and committees is the deployment of staff capacity and personal commitment towards reaching the desirable goals (Albanese, 1994; Goddard, Neumerski, Goddard, Salloum, & Berebitsky, 2010; Holleran, 1997). Since embedding ICT requires “integrated effort of different disciplines and is achieved by using the available resources” (Bubshait & Farooq, 1999, p. 34), the principal’s capacity to successfully build teams within their school is mandatory. Therefore, principals are assumed to build teams that will successfully embed ICT into the school. The existence of this subcomponent ensures that an appropriate collaborative culture is built within the school, while also helping to facilitate problem solving associated with change. Such a perspective allows for a greater understanding of the principals’ role in problem solving and their leadership practices. For this reason, exploring the literature on problem solving becomes a worthwhile activity, especially within the context of change.

While conflict and struggle are seen as the basis of change (Eisenbach, Watson & Pillai, 1999; Fullan, 2001; Rogers, 2003), Fullan (2007, p. 155) describes principals as being “in the middle of the relationship between teachers and external ideas and people. As in most human triangles, there are constant conflicts and dilemmas”. Therefore, school principals need to be aware of the potential conflicts and struggles posed by change. Such awareness can be established within the multi- dimensional framework presented in Mumford, Zaccaro, Harding, Jacobs and Fleishman’s (2000) model for solving complex social problems associated with change. Based on the assumption that school leadership is a type of skilful performance, the authors posit that “leadership ultimately depends on one’s capacity to formulate and implement solution[s] to complex …social problem[s]” (2000, p. 26).

Mumford et al.’s (2000) framework comprises three main categories: creative problem-solving skills, social judgment skills, and social skills. Further, to solve the complex social problems associated with change, leaders need to identify and understand the problems, and then generate possible solutions through creative problem-solving. The skills needed to refine the potential solution, construct the implementation change process, by motivating and guiding staff within the multipart school setting, are classified as social skill practices. By solving such social problems, the principal maintains the balance among the school community members and to ensure the establishment of a healthy school atmosphere.

Additionally, to keep pace with the rapid change in the field of education, to gain experience, and to identify solutions for many of the problems faced by schools, principals need to connect their schools with their wider environment. This practice has been placed within Leithwood et al.’s (2006) ‘Redesigning Organisation’ category. In the current study, however, connecting a school with its wider environment subcomponent has been reconstructed and placed under building collaboration as a component that is concerned with enhancing relationships and collaborations.

In this role, it is essential that school principals open communication channels with other members of education field. These channels of communication allow the

68 exchange of information, the gaining of advice, and the awareness of potential demands that may impact on their school (Gilley et al., 2008). This subcomponent is supported by a number of studies (e.g., Hallinger & Heck, 1998; Kozloski, 2006; Leithwood, Harris, & Hopkins, 2008). Burke (2008) emphasises the importance of wider networking for principals, particularly during times of change, while Leithwood et al. (2006) note that networking can help bring “in external support…[which is] a productive response to school engaged in significant school improvement projects” (p. 35). Further, Yee’s (1999) study across the three nations identified the principals’ desire to develop networks with other parties, such as ICT vendors, district administrators and higher personnel. The development of wider networks facilitates principals in their resourcing of essential ICT programs. Since the current study seeks to understand the impact of school principals’ practices for embedding ICT change, an additional component, Principal agency, is investigated. The findings are outlined below.

3.10.5 Principal Agency

When incorporating new ICT programs into schools, a further competency has been added to the role of the principal (Creighton, 2003), namely, Principal Agency, a necessary leadership skill that helps the principal to develop a better understanding of why and how they will use the new technology (Hughes, 2005). Three subcomponents are incorporated within Principal Agency: (a) Principal ICT competences; (b) providing guidance for linking the ICT use into pedagogy; and (c) sustaining ICT change.

A principal’s ICT competence subcomponent is a significant characteristic of a leader during the ICT embedding processes. In their examination of the relationship between skills of using ICT and attitude, Jegede, Dibu-Ojerinde and Ilori (2007) found a significant link between the changes related to ICT in attitudes and practices and the ICT uptake. Their findings revealed that, as self-skills improve and personal ICT competences reach a high level, interest in ICT is increased. Further, Otto and Albion (2002) maintain that a principal’s ICT competences are fundamental in creating a positive environment for ICT change, reducing the principal’s stress levels, and enhancing their confidence to take advantage of the potential benefits of

ICT. Briefly, therefore, the principal’s ICT skills are essential elements required to ensure that the ICT integration is in the right place to efficiently create change (Gronow, 2007; Schiller, 2003).

Hence, principals need to be competent users of ICT to serve as a model for others in their school (Kozloski, 2006; Tirozzi, 2001). Consequently, the current research focuses on ICT skills that principals are assumed to possess in order to meet the Kuwaiti Ministry of Education’s requirements, that is, the need for all principals to attain ICDL certification. This certificate includes competency in the main computing concepts and their application within the workplace and society. Specifically, this involves seven modules: (1) Basic Concepts of Information Technology; (2) Using a Computer and Managing Files; (3) Word Processing; (4) Spreadsheets; (5) Databases; (6) Presentation and Graphics; and (7) Networks, E- mail and Internet (ECDL Foundation, 2008).

Providing guidance for linking the ICT use to teaching and learning practices is a substantial role for school principals. Indeed, it has been argued that the focus should be on the use of ICT for learning, rather than on the introduction of ICT for its own sake. For example, LaBonte (2005), who studied the roles of principals in leading the change for e-learning in British Columbian schools, asserts that embedding ICT in educational settings needs to go beyond the physical appearance of ICT, to focus on the fundamental pedagogical issues that shift how learning is organised. Similarly, Creighton (2003) proposes that ICT be linked to pedagogical issues and be exploited to enhance student performance. In agreement, Gronow (2007) contends that school principals need to recognise that ICT is a crucial tool to engage students in learning.

Further, Lee, Gaffney and Schiller (2003) propose that ICT leaders gain an understanding of the quality of education that is demanded globally to prepare students for the world of today and tomorrow. This understanding involves ICT capabilities related to the teaching and learning processes. It also involves valuing the integration of leadership skills and human resources. Therefore, linking ICT use to pedagogical issues is a fundamental role of school principals as leaders.

In a complex and rapidly changing world, the most important role of a change agent is to develop and sustain the change strategy, particularly in the case of the rapidly developing and transforming technological change. Importantly, there is the need to sustain change through promoting and establishing, or re-establishing, a creative and open educational environment (Adams & McNicholas, 2007). Consequently, the setting should enable teachers to adapt and grow in their progressively complex world, and help in promoting sustainability in education (Hargreaves, 2005; Hargreaves & Fink, 2003). By focusing on sustainability, principals support a change culture (Fullan, 2002a), which has been described by Elmore (2000) as the path out of educational change problems. It is also the path that develops the social environment; places learning in context; promotes leaders at all levels; and improves the teaching profession’s ICT capabilities.

In this Section, school principals’ leadership roles have been detailed, within the broad categories developed in Leithwood et al.’s (2006) model of effective school principals. The model has been adopted in the current study to include the Finance Management and Principal Agency components. As well as the literature review on school principals’ practices, Leithwood et al. (2006) also compared their core model with a range of effective school principal practices (e.g., Hallinger, 2003; Waters et al., 2003). This thorough investigation provides the theoretical perspective for the current research, while the research framework is addressed below in Section 3.11.

3.11 Initial Framework of the Study

Keeping pace with global developments in education, especially in the area of ICT embedding, both developed and developing countries are faced with serious change circumstances. However, the situation is especially critical in developing countries, such as Kuwait. A major change challenge relates to preparing the population for alternative industries and to equip new generations with the appropriate technologies. However, many emerging countries that seek to exploit ICT in teaching and learning require behavioural adaptations and practical transformations to occur (Fullan, 2007; Rogers, 2003)

Such changes are, non-linear, complex, unpredictable, dynamic, and time consuming. Additionally, for change to occur, the change process must be driven by a leader (Lewin, 1952, in Richie, 2006). Within the school setting that driver is usually the principal. To be successful, he or she must have moral purpose and the knowledge to generate and accurately embed change (Fullan, 2007). The change concept and its nature provide the background for the current study. The study seeks to specifically clarify the principal’s roles, practices and behaviours that are needed for understanding and embedding ICT change. Since change underlies ICT implementation, organisational and individual change characteristics have been explored to gain an in-depth insight into those factors involved in affecting change. As change implementation within organisations differs from change within an individual (Rogers, 2003), it is the organisation aspect that is addressed here.

In the literature, leadership is emphasised as an important factor in effectively embedding change, particularly the impact of the leaders roles and practices (Yuen et al., 2003; Hayes, 2006; Jung et al., 2003; LaBonte, 2005; Leithwood et al., 2006; Ma, 2003; Numkanisorn, 2004). Thus, for any school, the principal is the central agent in all successful embedding and implementation of ICT (LaBonte, 2005; Schiller, 2003; Yee, 1999). Indeed, there is a link between the successful embedding of change and the principal’s capacities as the leader of that change to lead educational reform (Burke, 2008; Hughes, 2005; Mulford, 2003). The leader is the most visible factor differentiating between successful change and change that fails (Burke, 2008), with their impact being either direct or indirect (Jung et al., 2003; Schlueter & Walker, 2008).

Over time, school principal’s roles have evolved from that of an administrator to an instructional leader, to the wider conception of change agent (Fullan, 1991), where they need “the ability to create or facilitate the creation of innovative customized responses” (Crow et al., 2002, p. 193). A number of empirical studies (e.g., Herold et al., 2008; LaBonte, 2005; Leithwood & Jantzi, 2000; Numkanisorn, 2004) propose that the transformational leadership model has a large impact on staff commitments, attitudes and behaviours towards change. To facilitate a better understanding of this concept, a model of effective leadership practices, to fulfil these roles, has been developed (see Figure 3.2).

As leadership practices contribute greatly to success in embedding ICT, the five broad leadership practice components, and their subcomponents, have been identified (shown as ovals in Figure 3.2). The first component, Finance Management, is split into two subcomponents; one is concerned with managing the school budget and sources; while the second is concerned with managing the building and technological infrastructure of the school.

The second broad component, Setting Direction, is concerned with: motivating and inspiring the school community to promote mutual understanding and establish improved morale; building a shared vision that clarifies goals and helps engage the school community to become involved in change activities; fostering communication, including discussions regarding change implications and creating an agreement among the school’s members to assist in driving the whole school towards mutual goals; providing motivational incentives and conditions to raise school community willingness to adopt change, and to receptively embody the change in their own behaviours and practices. Setting a high performance expectation is the last subcomponent; it involves providing challenges to the school’s community by offering them great opportunities to explore their abilities in change conditions.

The third broad component of effective leadership practices, Developing Staff, deals with building capacity, as well as developing the school community socially and professionally. This outcome can be achieved by providing individualised consideration and support, such as: individual professional development opportunities; supervising, and managing professional development activities in school; and leading the way by appropriately demonstrating the desired practices and behaviours.

The fourth broad component, Building Collaboration, mainly focuses on the organisational relationship structure and work conditions of the school. In this component, school principals need to build collaborative work cultures and teams, solve conflicts, and connect the school with its wider environment “other schools”.

The fifth and final effective leadership practice component is Principal Agency. This component outlines the important practices (for example, ICT skills) that the school principal needs to exhibit to foster the extent of ICT adoption. It is

73 important that the ICT change need leader (i.e. the principal) be technologically competent to model the ICT way to the school community. Further, they need to be technologically capable to link ICT use into pedagogy, and sustain ICT change to ensure the school is always up-to-date.

Figure 3.2 The Initial Framework of the Study

The current research is most pertinent for Kuwait in particular, and the Gulf States in general, as most of the literature relates to developed countries. Further, there is no specific Kuwaiti national research examining the leadership practices of school principals when embedding ICT in schools. Additionally, there is a lack of information on school principals’ roles for embedding ICT (Anderson & Dexter, 2005; Mumford & Licuanan, 2004; Schiller, 2002; Wilmore & Betz, 2000). Therefore, the current study is significant as it provides an understanding of the leadership practices of school principals for embedding ICT in schools in Kuwait. As noted earlier, Figure 3.2 illustrates the dimensions of each leadership practice of school principals for embedding ICT in schools. It also represents the leadership practices that are anticipated as being exhibited by the school principals in the current study.

3.12 Summary

This Chapter explored the literature from which a theoretical framework was developed to inform the current study into effective practices of principals for embedding ICT in schools. Section 3.2 provided a brief introduction to the study, highlighting the changing nature of education. In Section 3.3 the impact of ICT on education was addressed, with particular reference to the theories of adoption and change. An examination of theories of change, including Rogers’ Theory “Diffusion of Innovation”, offered an in-depth analysis of the processes and characteristics of change and identified those factors and dilemmas affecting change (Section 3.6). Leadership, a central player in change, was discussed in relation to leadership in education, the differences between leadership and management, leadership theories, and transformational leadership models (Section 3.8). Additionally, the importance of the roles and practices of school principals were assessed (Section 3.9). This assessment involved a more in-depth look at the leadership roles and practices of school principals (Section 3.10). Finally, an initial framework was conceptualised that provided the theoretical background to the current study and, hence, informed the data collection and analysis procedures necessary to address the research questions (Section 3.11).

Chapter 4 Methodology

4.1 Preamble

A model of effective leadership was developed through the literature reviewed in Chapter 3. The study drew on this theoretical framework to address the main research question: How do the leadership practices of principals influence embedding ICT in schools? To provide clarity of purpose, this general question is divided into four sub- questions:

3. To what extent has ICT been adopted in school A and B?

4. What are the impacts of leadership practices on ICT embedding in schools, as perceived by teaching staff?

4.2 Methodology

The methodology describes the logic or design of a study. The following discussion of the methodology used in the current study is intended to provide a rationale for the research design. A description of the approach adopted provides an “understand[ing], in the broadest possible terms, not just the products of scientific inquiry but the process itself” (Cohen, Manion, & Morrison, 2003, p. 45). The following Section explains the research design for this study.

4.2.1 Research Design

According to Yin (2009), there are three conditions that must be monitored when selecting a research design: (a) the type of research questions; (b) the degree of control over the real behavioural events; and (c) the extent of focus on the contemporary phenomenon. Choosing the most suitable research design is critical to achieving the most effective use of the data collection method to successfully address the research questions (Johnson & Onwuegbuzie, 2004). A good research design is a comprehensive plan that details the research path, from the initial research questions to the conclusions drawn from the data (Yin, 2009). Between these two points there are numerous steps (such as identifying the appropriate data sources, the data collection technique, and the data analysis), which are not always in a linear fashion (Flick, 2009). Importantly, an effective research design helps the researcher avoid the situation where the data does not respond to the initial research questions (Yin, 2009).

4.2.2 Justification for Design

Within the field of research, science has become the foundation upon which we understand how our universe behaves and the relationship between the components of the world (Leung, 2004). Educational research is especially important in developing practices that improve the educational setting, as well as to provide descriptions, explanations and predictions of phenomenon (Johnson & Christensen, 2008). Therefore, educational research is seen as one source of knowledge creation.

Traditionally, there are three research methodological paradigms available (Johnson & Christensen, 2008): quantitative, qualitative and mixed method design. The quantitative paradigm follows positivist philosophy, which argues that inquiry should be objective and that context-free generalisations are desirable and possible (Guba, 1990). Positivist philosophy assumes that the knower and the known are separable. In contrast, the qualitative paradigm embraces a constructivist philosophy which assumes that the “knower and known cannot be separated because the subjective knower is the only source of reality” (Johnson & Onwuegbuzie, 2004, p. 14). The mixed methods design

78 employs a methodological pluralist approach, a pragmatist philosophy (Biesta & Burbules, 2003; Johnson & Onwuegbuzie, 2004). Such a philosophy asserts the need to use procedures which work for a specific study problem being investigated (Creswell, 2008; Johnson & Christensen, 2008).

In this approach, researchers are encouraged to apply mixed methods to gain a better understanding of the phenomenon (Johnson & Christensen, 2008; Johnson & Onwuegbuzie, 2004). Therefore, the current research has adopted two case study designs (Yin, 2009), drawing on the mixed-method paradigm (Johnson & Christensen, 2008). Thus, to provide the best research outcomes, the principals and staff at two Kuwaiti Secondary schools were selected for the case studies, and the data obtained were analysed to explore the leadership practices of the school principals when embedding ICT.

4.2.3 Case Study Design

Using the mixed method design, the research questions in this study required the collection of both qualitative and quantitative data. This approach enabled the researcher, first, to learn about the effectiveness of the school principals’ leadership practices when embedding ICT. Hence, the data collected, from the teachers, addressed their perceptions of the effectiveness of the school principals’ leadership practices. Both quantitative and qualitative data were obtained from a survey and the focus group interviews. Second, the research approach was able to gather qualitative data, from the teachers, about the perceived impacts of the school principals’ leadership practices on ICT embedding. Finally, to determine the extent of the ICT adoption, both quantitative and qualitative data were gathered from the principal, the teaching staff, and the students. These data detailed the attitudes, perceptions, opinions and beliefs of the teachers (Creswell, 2008).

The combination of two case studies and the mixed methods data collection method neutralised and eliminated the limitations of other research methods (e.g. the inconvenience of interviewing a large number of busy teachers). The approach also

79 utilised the qualitative research method, which is a legitimate type of inquiry in the social sciences and is valued for gaining contextualised details. Additionally, as social phenomena (such as leadership practices) are complex, different research methods are required to best understand this complexity (Artigues, 2009; Creswell, Clark, Gutmann, & Hanson, 2003).

Importantly, the mixture of qualitative and quantitative methods can serve multiple purposes (Johnson & Christensen, 2008); one purpose being triangulation. Consequently, this study adopted two case studies using the mixed method data collection to increase the reliability and validity of the research. The triangulation involved collecting, converging and integrating the different types of data, on the same phenomenon, to improve the conclusions drawn from the data. This concurrent data collection strategy was employed to good effect in the current study.

4.2.3.1 Multiple-Case Studies

As noted earlier, a case study approach is particularly useful in the field of social science, especially when used to conduct an in-depth investigation into a set of events or situations in which the researcher has little or no control (Yin, 2009). Indeed, Yin asserts that case studies are ideal for contexts where conditions are expected to be “highly pertinent” to the phenomenon under research. The current study is a case in point and, thus, there is clear justification for the two case study approaches. Importantly, two case study designs allows for a comparative analysis. Each case study can elaborate on a theory or provide a new theoretical perspective, which can be explored in the alternative case study. The approach allows for the extension of theory, which is the goal in the current research.

Additionally, as Yin (2009) suggests, “case studies are the preferred method when (a) how or why questions are being posed, (b) the investigator has little control over events, and (c) the focus is on a contemporary phenomenon within some real-life context” (p. 2). Further, the current study is “an in-depth exploration of a bounded system (e.g., an activity, event, process, or individual) based on extensive data

80 collection…[bounded] means that the case is separated out for research in terms of time, place, or some physical boundaries” (Creswell, 2008, p. 476). As such, the case study is an empirical in-depth investigation into the contemporary phenomenon of leadership practices of principals within the real-life context of embedding ICT in schools; “the boundaries between phenomenon and context are not clearly evident” (Yin, 2009, p. 18). Thus, this approach will provide in-depth rich data to enhance our understanding of leadership practices by school principals for embedding ICT in school (Yin, 2009). Further, the research is an explanatory study and, therefore, is appropriate for conducting causal studies (Tellis, 1997). Consequently, the current study is valuable as it investigates a cause and effect relationship to elucidate how events took place (Yin, 2009; Laws & McLeod, 2004).

Many benefits accrue from using a case study design. For example, it provides the opportunity to study individual perspectives in a complex context (Creswell, 2008). Within the current context two case studies show how leadership practices of Kuwaiti Secondary school principals influence the embedding of ICT in their schools. Further, multiple-case studies can reveal how teachers perceive their school principals’ leadership practices, providing a major insight into the phenomenon (Yin, 2009). Importantly, the two case study replication was used to ensure that the findings were accurate (refer to Section 3.11) and analytically valid compared to a single-case study (Yin, 2009). The two case study design strengthens the research method and offsets the negatives of a single-case study.

In the current study, the school principals’ leadership practices for embedding ICT in two Kuwaiti Secondary schools are investigated, with specific reference to their leadership activities; as such, the conclusions are not generalisable to all school principals in Kuwait or elsewhere. Consequently, the current findings must be seen in the context of the research study; therefore, the discourse is not meant to provide a rating scale tool, nor does it suggest that an excellent ICT leader should, or even could, demonstrate the strong practices associated with all the identified components. Nevertheless, both cases provide useful insights into what has worked within the two

81 schools. At the same time, the current study contributes new insights and expands current Leadership theory.

4.2.4 Context

Two Kuwaiti Secondary schools were selected for the study. This approach, using two case studies, is seen as producing stronger and more reliable data compared to a one-case study. Therefore, using two case studies is more compelling and robust (Yin, 2009). Additionally, using the literal replication technique ensures that the two schools shared similar conditions and selection criteria (for more details see Section 4.3.1 ) and, hence, would produce similar results. The data were also triangulated using internal case analysis, as well as cross-case analysis (Yin, 2009) to identify patterns, and identify similarities and differences between the participating principals (see Chapter Seven).

4.3 Methods

The methods section provides a more detailed outline of the methodology used in the study. First, the selection of each school and the participants involved are explained, along with a description of the data sources. The data collection and data analysis procedures and translation process are then documented. The Section concludes with a discussion of the validity and reliability of the study, and the ethical issues involved.

4.3.1 Case and Participants Selection

Using the two case studies approach involved purposely selecting two Kuwaiti Secondary schools and their principals. The participating schools were selected through the district supervisors, who have the responsibility for assessing the performance of the school principals and their schools (Al-Jaber, 1996). Supervisors from all six districts, constituting the Kuwaiti education system, were interviewed and asked to nominate a school that met the following criteria:

a. The school has a well-established ICT infrastructure.

b. The school is highly engaged in ICT.

c. The school principal has been in the school for at least three years.

This study aligns with Yin’s (2009) suggestions with respect to the use of case studies as the preferred method for how or why questions, unpredictable events, and contemporary real-life context phenomenon. While only two schools were selected for the study, due to limited resources and time, the processes that guided the selection meant that the chosen schools exemplified the characteristics being addressed.

Specifically, after the six schools were nominated, the researcher visited each school to assess: (a) each principal’s willingness to facilitate the data collection processes; (b) the actual engagement with ICT in school; and (c) the school’s location. The visits involved a thirty minute meeting with the principal, during which time the principal was provided with full details of the study; the commitments the school would need to make; and how the data would be collected, especially as related to relevant ethical issues. This later comprised the maintenance of the privacy of the data (for example, the principal would not be allowed to inspect the data obtained from the teachers or students). Additionally, the researcher obtained the freedom to observe the schools’ activities related to PD ICT for teachers, after first obtaining permission from the activity’s organiser. However, observing a classroom was not allowed. The researcher made clear to the principal the need to be guaranteed freedom to choose who should be interviewed. The final school selection was Schools A and B, from two different districts (Al-Asimah district and Hawalli district, respectively). Importantly, the principals were willing to facilitate and support the research, and their schools met the selection criteria. Although, this study involved male and female principals, there was no consideration given to identifying the differences attributed to gender (Rice, Instone, & Adams, 1984).

All teachers in the two schools were invited to fill out the research survey (see Appendix A). Fifty-six teachers (83.5%) from School A completed the survey, while seventy-one (81.6 %) teachers from School B completed the survey. Thus, the response rate was quite high at above 80% in both schools.

For the focus group interviews, five teachers from each school were randomly selected to participate. The researcher collected a list of the teachers' names from both School A and B. Then, counting chronologically, the name of every fourth teacher on the teaching staff list was chosen. Once fifteen names were identified from both lists, invitations were sent to those teachers asking if they were interested in participating in the focus group. After being provided with the researcher’s contact information, including mobile number, and email, eight teachers from school A and six teachers from school B agreed to participate, five of whom were selected for each school, based on their time availability. The ten teachers were given an introduction information paper that explained the research topic, participation consent forms to sign (the forms informed them of their right to withdraw at any time during the interview), and information about privacy and the participants’ codes. Although the consent form was in English, and the teachers were presumed to have completed at least four units of English language studies, they were provided with a translated consent form. Importantly, the teachers were encouraged to reflect on their personal experiences related to the use of ICT, and to comment, debate, and contribute to the focus group discussion.

Five students, with at least one from years 10, 11, and12, at each school, were randomly chosen to participate in a group interview. Lists of the student names were collected; forty names were counted, with the forty-first student being selected to participate. This process was followed for all three grades. The chosen students were invited to participate, with consent forms distributed, a week before the interview, for parental consideration and approval. Three days later the researcher was informed that all parents had signed the consent forms. At the beginning of the interview, the students were given information about the research, its aim, how they could contribute to the research, instruction information (including their right to withdraw at any time during the interview), and information about their privacy and participant codes.

4.3.2 Coding System

In order to preserve the anonymity of the participants, symbolic codes were used to identify informants (see Figure 4.1, Figure 4.3, and Figure 4.4).

Figure 4.1 Coding system of the interviewed informants

The original Arabic versions of the principals’ and teachers’ interview statements are appended (see Appendixes H, I, K & L). For ease of identification each document is coded. The code comprises the page number and the school code A or B. As the study was undertaken in Kuwait, most of the documents are written in Arabic. However, while the analysis was done in Arabic, the interpretations or assertions emerging from the data analysis are transcribed into English. Figure 4.2 illustrates the coding for the original Arabic documents.

Figure 4.2 Coding system of documents

Following the first phase of the analysis, an open-ended questions survey was conducted with the school principals and teachers; the data were obtained to fill any gap in the first data collection. Each questionnaire was coded, Q, along with the school and participant codes, as shown in Figure 4.3 and 4.4 for both principals and teachers.

Figure 4.3 Coding system of the questionnaire for school principal

The following Figure (4.4) displays the codes applied to the teachers’ open-ended questionnaires.

Figure 4.4 Coding system of the questionnaire for teachers

4.3.3 Data Sources

A number of other data sources were employed in the study, in addition to the principal, teacher and student surveys and interviews. These sources included: document analyses, a follow-up open-ended questionnaire, and researcher observations. In a two case studies approach, many sources of information are acceptable, as long as the data collection procedures are moral, feasible and lead to an understanding of the phenomenon under investigation (Gay et al., 2009). Their use (documents, archival records, interviews, direct observation, participant-observation, or physical artefacts) is recommended by Yin (2009) as they maximise research quality. The current study used five sources: (a) face to face interviews (with each school principal), as well as 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); while, (e) ICT activities (PD ICT activities, instruction meetings) were naturalistically observed. The following subsections discuss these methods in detail.

4.3.3.1 Document Analysis

A thorough review was undertaken of all school documents related to the implementation of ICT, including school plans, school agendas, financial records, minutes of meetings, school schedules, and newsletters, as well as official plans, national strategies, and professional development reports from both schools and the Ministry of Education. After the interviews with the principals, these documents were coded (as described in Section 4.3.2 ) and categorised into four groups: ICT professional development; ICT equipment; ICT support; and ICT instructions. The documents were digitally scanned, stored and analysed using the Microsoft Office software package.

The documents were a valuable information source, being stable and reviewed repeatedly, while also offering historical information about the setting and participants. Further, the documents can be used to make inferences (Yin, 2009). However, caution is needed as the documents may not report real life events accurately. Nevertheless, they are useful for corroborating and augmenting evidence from other sources. For the purpose of the current study, document analysis was used to increase the consistency of the other forms of evidence and to triangulate the data (Section 4.4.2 ).

4.3.3.2 Interviews

As well as documents, two forms of interviews (individual interviews with the school principals and focus group interviews with five teachers and five students from each school) were used to address the research questions.

A. Individual interviews

The interview technique is widely used in educational research, that is, the researcher meets the participant face-to-face and asks questions, either general or open- ended questions (Creswell, 2008). The participants’ answers are recorded and transcribed and the data analysed. Interviews are important sources of case study information as participants can be asked key questions about a relevant issue (Yin, 2009), so that their perspective can be better understood. Alternatively, interviews can

88 take the form of a directed conversation between the interviewees and the interviewer to gather desirable information or data to meet a study’s objectives. In the current study, interviews were used to capture the perspectives of the school principals, teachers, and students regarding leadership practices when embedding ICT in the school.

Generally, an interview can be one of three main types: open-ended, unstructured, semi-structured (Creswell, 2008), conducted either with individuals or a group of people. An interview seeks to elicit, “in detail, how the group members think and feel about a topic” (Johnson & Christensen, 2008, p. 209).

There are a number of advantages in using interviews, for example, the respondent can become an informant, who supplies important information, or who provides further direction for the research (Kvale, 1996; Yin, 2009). A well-informed interviewee can provide critical insights into a particular event (Yin, 2009) or provide “information in the form of: facts, attitudes, opinions, and intentions” (Rawlins, 2008, p. 115). Further, interviews allow the participant to provide personal information in a safe and private environment (Creswell, 2008). Importantly, the interview technique is flexible, enabling other questions to be added during the interview, when appropriate. Consequently, the conversation can develop more in-depth information, obtain more comprehensive details, provide meaning to the participants’ perspectives, and allow the interviewer to learn more about concerns that cannot be easily observed (Rawlins, 2008).

Semi-structured interviews have other advantages. For example, the interviewer can gain more information beyond the general answer by using probing questions. Qualifying the answers gives the interviewee the opportunity to recall past experiences, attitudes and opinions. Additionally, the technique builds rapport as the interviewer and the interviewee share a common experience (Rawlins, 2008), with the interviewee also feeling that he/she was understood.

In the current study, an in-depth, semi-structured interview was chosen as the most appropriate method for collecting data from the school principals. The interviews, conducted in their office, sought to address the first research question: How do school

89 principals perceive their leadership practices for embedding ICT in relation to school management, learning and teaching practices? Prior to these interviews, the researcher had surveyed and completed an initial analysis of the teachers’ surveys. Importantly, the results informed the focus of a number of the Principal’s interview questions. The interviews were conducted in Arabic and audio recorded. Once the interviews were transcribed, the transcripts were emailed to the school principals, who were asked to review the transcript to ensure that the meaning and answers were correct, and to add or delete information, to maintain accuracy. Their responses were returned by email with amendments, and additional information, most of which provided extra examples or stories from the principals’ personal experiences.

B. Focus group interviews

The focus group interviews sought to capture the teachers’ and students’ perspectives regarding the leadership practices of their school principal. The interview focus groups addressed the second research question: How do teaching staff perceive the principal’s leadership for embedding ICT in Kuwaiti Secondary schools? The teachers were also asked to discuss their perceptions about the school principal’s impact on their personal attitudes, beliefs and practices toward ICT. They also reflected on the impact of ICT on their teaching practice and personal experiences. Similarly, the students were interviewed about the status of ICT adoption in the school, as well as their perspectives on the issue.

At the beginning of the focus group interviews, the teachers and students were reminded that the data would be reported anonymously. It was explained that information would be coded in ways that would not enable the participants to be identified (Section 4.3.2 ). The codes and instructions on how to use these codes (when commenting on, replying to or reminding other colleagues of an issue) were explained. Both teachers and students were encouraged to reflect on their personal experience, being encouraged to comment on, and participate in the discussion. Additionally, they were given sufficient time to make views or comments known. The interviews were very

90 helpful; they provided an environment that allowed the participants to remind each other about certain situations or information.

In general, for the teacher focus group interviews, there was positive consensus about the effectiveness of the principals’ leadership practices in their school. There was also consensus about how these leadership practices positively impacted on the use of ICT in their school’s teaching and learning program. However, a proviso relates to the quality of information gained from the focus group, namely, that cultural factors may influence what is said, as, in accordance with Arabic culture, it is impolite to strongly disagree with other colleagues. However, some disagreement did arise among the teachers in the focus, especially in relation to the insufficient support being given, and the task priorities that had to be attended to first.

Additionally, some of the teachers debated with each other about the role of the Ministry of Education and how the Ministry could contribute to improving and supporting the ICT status in schools. One possible reason for the teachers’ sense of freedom to speak their thoughts lies in the reality that it is the Ministry, not the principals, who have the responsibility for the staff. For example, the selection and appointment of staff is centralised, while unsuitable teachers cannot be dismissed or punished by the principals. These actions are taken by the Ministry of Education after a rigourous investigation is conducted. These conditions appear to have contributed to the staff’s freedom to speak out in the focus group discussion. Indeed, they had ample time to do so, as the focus group interview time was around one hour and 30 minutes for school A and one hour and fifty minutes for school B.

The interview data from the teachers and the students were thematically analysed to gain an in-depth understanding of the school principal’s specific practices, and to corroborate the statement from Principals A and B (a detailed account of the analysis procedures are described in Section 4.4.2 ). The participants’ codes, outlined in Section 4.3.2 , were applied throughout the transcripts for the easy identification of the participants’ characteristics (for example, Principal, Teacher or Student, School A or B).

Although group interviews can operate as a focus group, in the current study, the focus group interviews provided quality control over the data collection, guiding the discussion to the most important topics and issues. The focus group also assisted in assessing the extent to which there is a relatively consistent overall picture (Rawlins, 2008). Additional information was gained through observing the interaction between the participants (Creswell, 2008), especially the participants’ reactions to the implementation of ICT, and the assessment of the impact of the principal’s leadership practices (Phillips & Stawarski, 2008).

C. Protocols

Within the current study, three protocols were developed for the semi-structured interviews (Creswell, 2008). Each protocol had two sections. The first Section addressed the demographic information of the participants, such as time of interview, location, academic background, and experience, and the general information about the study. The second Section presented the proposed questions (see Appendices C, D and E). The protocol questions reflected the theoretical perspectives of the study, while the researcher maintained sufficient openness to enable anomalies to surface (Gillham, 2005). Again, the interviews were transcribed. The data were categorised to allow for a clear and rich description. A digital recording device was used to capture the researcher's impressions and reflections (Berdos, 2009). Some contextual field notes were also recorded by the researcher to construct a memo at the conclusion of each interview.

4.3.3.3 Open-Ended Questionnaire

Open-ended questionnaires were distributed to the twelve study participants (March 2011): two school principals (principals A &B), and five interviewed teachers from each school (ten overall). This questionnaire was used to obtain additional information regarding a number of specific practices, and so fill the gap identified after the completion of the original data collection. The gaps had arisen due to the limited time availability for the interview with the school principals and the teachers, and to clarify issues that emerged during the data analysis.

The open-ended questionnaire was a useful data collection strategy that yielded rich qualitative data (Tashakkori & Teddlie, 2003). Furthermore, the questionnaire ensured that no influence was posed by the interviewer’s presence or suggestions, with the participants expressing their own opinions fully, and qualifying their statements when necessary (Colorado State University, 2011). Hence, the questionnaires in the current study became a complementary source of information. They were emailed to the participants by the researcher. Each question in the questionnaire was explained, with the participants being asked to provide information from their personal experiences, along with supporting examples. The questionnaires were distributed at the beginning of the week; the participants were asked to complete the questionnaires and choose one of the following ways of returning the questionnaire:

a. Answer and send the digital form of the questionnaire by email (six teachers and both principals chose this way) b. Complete the questionnaire by writing answers directly on the paper document (three teachers chose this way) c. Answer the questions directly by posting them in an email (one teacher chose this way)

The open-ended questionnaires were digitally stored and appropriate identification codes applied (Refer to Section 4.3.2 ). The responses were read, re-read, and analysed in Arabic. The pieces of evidence were underlined, highlighted (Section 4.4.2 ), and translated into English using the processes described in Section 4.5 .

4.3.3.4 Observation

Observation is a well-known data collection technique. It is purposeful, systematic and selective (Kumar, 2005). Hence, it is excellent for “gathering open-ended, firsthand information by observing people and places at a research site” (Creswell, 2008, p. 221). Observation involves watching participants to understand their interaction and behaviours in a natural environment (Gay et al., 2009; Johnson & Christensen, 2008). It is particularly useful in educational research, overcoming issues of validity and bias

(Yin, 2009). Further, observation is appropriate for case studies for monitoring individual behaviour and performance, as it occurs in the natural setting (Kumar, 2005).

In the current study, the researcher used naturalistic observations, which were guided by a field note protocol Angrosino (2007), and did not take any part in any of the observed activities (see Appendix: F). The reflective notes captured the researcher’s personal interactions, experiences, and thoughts (Gay et al., 2009). These notes were analysed, with the developed themes being highlighted; then the notes were stored electronically.

The observed school activities related to ICT, such as professional development workshops and instruction lessons; they were offered only to the teaching staff. Classroom activities were not observed, due to the Ministry of Education’s restriction. During the observations of the five ICT PD sessions (three in school A, two in school B) notes were taken; photographic images were recorded for school A, and instruction materials were collected. Both descriptive and reflective material was obtained. The descriptive notes related to the leadership practices of the school principals for embedding ICT use.

4.3.3.5 Survey

The survey, a data collection technique, was used to gather quantitative data. Surveys are used widely in educational research to describe performances, attitudes, opinions, characteristic and behaviours (Creswell, 2008), as well as to obtain subjective (participant) and objective (document) information that produces measureable results (Phillips & Stawarski, 2008). Therefore, surveys are a useful tool to evaluate individual perceptions and perceived abilities.

The survey was used to obtain information from the whole school teaching staff regarding their principal’s leadership practices. Additionally, the survey collected information that was used to build a profile of the teachers’ perceptions regarding their ICT skills. The survey, developed specifically for the purpose of this study, also

94 provided the teaching staff with greater anonymity, as well as a sense of confidentiality, than did the interviewing process. Both these aspects enabled the teachers to answer openly. Administering a survey was a best option available to overcome the inconvenience of interviewing busy teachers. The survey items derived from the Multifactor Leadership Questionnaire (Avolio & Bass, 2004); Leithwood and Jantzi’s (2006), and McCollum, Kajs, and Minter’s (2006), model of school administrators; Leithwood, Day, Sammons, Hopkins, and Harris’ (2006) model of effective leadership practices; and other literature sources pertaining to identifying leadership practices, in a time of change.

The survey contained three sections (Appendix: B). The first section (six questions) comprised open-ended question responses about general demographic information, such as age, year of experience teaching and academic background (Creswell, 2008). The second section (30 questions) asked the teachers to rate the effectiveness of their school principal’s leadership practices, as they perceived them. The third section (11 questions) addressed the teachers’ ICT usage. This Section used the Likert scale rating system, which allowed the participants to choose one out of five possible options, with 1 being Strongly Disagree and 5 being Strongly Agree. The data were statistically analysed for each school, separately. Descriptive statistics were used to examine the data and to identify the frequency of the teaching staff perceptions of the leadership practices, and to profile the teachers’ perceptions of their ICT skills (see Section 4.4.1 for a more detailed discussion of the analysis).

Since the survey was a combination of several instruments, and was in Arabic (refer to Section 4.5 ), the construct validity was undertaken by eight experts at the Faculty of Education, Kuwait. Additionally, two principals and six teachers, outside of the participating school (DeVellis, 2003), were invited to comment on the survey items to ensure its construct validity. The suggestions resulted in a reduction of the number of survey items (43 to 30), with a number of the items being re-written. The survey was then translated into English (see Section 4.5 ). The current survey was considered valid, although its results are limited to the participating school. Therefore, the results cannot be generalised to the whole Kuwaiti school population. Nevertheless, the procedures

95 used in this study (described next) can guide any future, similar study and inform current theory.

4.3.4 Procedures

This Section outlines the procedures used in the data collection process. At the same time it illustrates the logical links between the research questions and the methods used.

4.3.4.1 Data Types and Sources

The two case studies approach was used to investigate the leadership practices of two school principals when embedding ICT. The method allows the retention of “the holistic and meaningful characteristics of real-life events–such as individual life cycles, organisational and managerial processes” (Yin, 2009, p. 4). The high-quality two case studies are based on five sources of evidence (Yin, 2009). The first type of data included relevant documents from participating schools, as well as national level documents. The interview transcription and notes formed the second type of textual data, while the third type was numerical data from the survey. The fourth type was observation, with the fifth type being the follow-up open-ended questionnaire. All supplied a rich source of data.

A major strength of the case study design was “its ability to deal with a full variety of evidence” (Yin, 2009, p. 11). Further, the data were triangulated to increase the reliability and validity of the research, with the data being checked against each other to ensure the triangulation processes was pursued. Additionally, the cases were examined from multiple perspectives, descriptions and explanations, all of which helped to substantiate the conclusions drawn (Yin, 2009). Table 4.1 shows the links between the research questions, the objective data, and the methods used for the data collection.

4.4 Data Analysis

As the mixed methods study contains both quantitative and qualitative research approaches, two types of data were involved in the analysis process. First, the numerical

96 data were collected from the survey and student focus group interview; second, the text data were collected from the transcriptions of the tape-recorded individual and focus group interviews, field notes, and documentation. All the data were analysed. The following paragraphs discuss the analysis process.

4.4.1 Quantitative Data Analysis

The survey contained three sections. The data in Section one required open-ended responses; these responses were coded according to the data type (e.g. age, years of experience teaching, and academic background) (Creswell, 2008). Section two required rated answers on a Likert scale: (1) strongly disagree, (2) disagree, (3) neutral, (4) agree, and (5) strongly agree. Initially, the descriptive statistics were calculated using the standard SPSS procedures to calculate the mean, median and skewness (to check the normality of the data). The scores for each dimension of the survey were calculated (mean, standard deviation) (Cohen et al., 2003; Creswell, 2008; Hittleman & Simon, 2006). Section three required rated Likert scale responses: (1) strongly disagree, (2) disagree, (3) neutral, (4) agree, and (5) strongly agree. The individual responses were calculated for the mean and standard deviation.

Percentages were extracted from Section one of the survey; they reported the degree of consensus among the teaching staff about their principals’ leadership skills, across the schools. The data analysis addressed the teachers’ perspectives through thirty questions (see Appendix: A). An analysis of the results from schools A and B informed the interpretation of leadership practices in each school; these interpretations were used to corroborate the principals’ claims (Cohen et al., 2003; Creswell, 2008; Hittleman & Simon, 2006).

4.4.2 Qualitative Data Analysis

As the data in the qualitative study tended to overlap, be iterative, spiralling, and cyclical (Merriam, 1998), the data analysis proceeded concurrently with the data collection, on a continuous basis. This process occurred during the data collection, as well as during the data collection intervals (Merriam, 1998). Since the current study was

theory-driven (refer to Framework of the Study, Section 3.11 ), the theoretical propositions and the explanation of building strategies were guided by the data analysis procedures, as suggested by Yin (2009).

Table 4.1 Linking Research Questions and Data Collecting Method

Data source–Principals Data source–Teachers Data source–Students

Research Question 1. How do school principals perceive their leadership practices for embedding ICT in relation to school management, learning and teaching practices?

• Individual interview • Documents analysis: a. school plans; b. minutes of weekly meetings; c. school activities records • An open-ended questionnaire

Research Question 2. How do teaching staff perceive the principal’s leadership when embedding ICT in Kuwaiti Secondary schools?

• Survey • Focus group interview • Open-ended questionnaire

Research Question 3. To what extent has ICT been adopted in school A and B?

• Focus group • Interview interview of 5 teachers from each • Observation during the participating school course of data • collection Survey

Research /Question 4. What are the impacts of leadership practices on ICT embedding in schools? • Focus group interview of 5 • Group of 5 students teachers from each from each participating school participating school • Open-ended questionnaire

The current study adopted a thematic analysis process, drawing on a deductive coding approach (described as a growing analysis approach in qualitative research)

(Pope, Ziebland & Mays, 2000). Pre-existing codes were deductively developed to guide the data collection and analysis processes, namely: Finance Management (FM); Setting Direction (SD); Developing Staff (DS); Building Collaboration (BC); and Principal Agency (PA). The notion underpinning the use of the pre-existing codes is that “existing theories drive the questions one asks and one’s understanding of the answers, so that one does not ‘reinvent the wheel’” (Marks & Yardley, 2004, p. 4). The use of the pre- existing codes also provides rationality for the study because they were derived from higher-order ideas. Further, the derived themes offer the researcher the room to repeat, expand or contest previous discoveries (Marks & Yardley, 2004). The list of codes has been organised with an explanation of each code adopted in the current study. The list of codes also helps to manage the data so that they were related or had similar segments of text, which can be used to identify and enhance the analysis and the interpretation process.

The researcher kept detailed field notes to record insights as they arose, and to document the context, cognitions and reflections during the interviews, and whilst perusing documental/archival records. At the preliminary stage of the internal-case analysis, the concentration was on the pre-existing codes previously constructed from the literature review. This phase applied the codes or components, based on the literature and the initial theoretical framework. The pre-existing codes were tested to ensure code reliability. The testing of the pre-existing codes were conducted by two individuals (the researcher and an independent assistant). The independent colleague was asked to identify the pre-existing codes on a set of data (School A principal’s interview transcript). A copy of the codes list was provided for use during the coding of the data. The analysis by the independent assistant was not consistent with the analysis undertaken by the researcher. Consequently, the researcher and independent assistant reviewed their coding and different segments were discussed. After the discussion, the independent assistant was asked to re-consider the very broad coded segments. Following the revision, the researcher and independent assistant agreed on the coded segments (the agreement involved approximately 75% of the codes) and the reliability of such codes. After the codes were validated, they were applied throughout the analysis process. This phase tested the consistency and validity of the codes, to ensure that all the

99 data content was reviewed “and coded for correspondence with exemplification of the identified categories” (Elo & Kyngas, 2008, p. 111).

Scanning the raw data helped to identify and organise “segments of similar or related text” (Fereday & Muir-Cochrane, 2006, p. 4).The concepts, and components previously developed, according to the Initial Framework (Section 3.11 ), were checked and the evidence highlighted (Miles & Huberman, 1994). Tables were compiled in which the evidence was located under each relevant component, along with the citations. Being open-minded, and context sensitive, the researcher let any anomalies and contradictive components emerge. This initial approach and the data provided the focus for the questions and guided the subsequent document types to be scanned. Continuous data analysis directed when the data collection should cease (Merriam, 1998). Concerns regarding potential gaps in the data led to the use of open-ended questions (Section 4.3.3.3 ). After the data were collected, and the documents and transcriptions finalised, the comprehensive analysis phase began. In this phase, the data were organised and summarised.

The qualitative data for the two schools were analysed progressively, using an internal case analysis approach to a cross pattern search approach. The research notes were used at this stage of the analysis. Each case became a stand-alone entity; consequently, each internal-case analysis discovered specific patterns for each school before the cross-school analyses were undertaken (Eisenhardt, 1989; Merriam, 1998). The within-case analysis involved the scanning of the documentation from the interview transcripts and each individual case to gain an initial overall understanding of each individual case (Creswell, 2008). Additionally, all the code words were listed to prevent any overlap, while the raw data were digitally stored. This phase demonstrates the connectivity of the codes and the classification of the themes phase, as shown in Figure 4.5.

Following the within-case analysis, the researcher searched for patterns across the two schools (Merriam, 1998). Importantly, the cross-case analysis was used to construct a general model that would fit each school, provide an explanation and, thus, establish meaningful associations between the components of the two cases. The two case studies

100 data analysis findings were examined so that they could be integrated into the case study data analysis, rather than stand alone. This involved identifying similarities and differences in both principals’ (A and B) strategies. It also involved identifying the similarities and differences in the teachers’ perceptions. Tables were constructed to allow for the easy presentation of the findings and to assist in identifying the patterns. The Microsoft Office software package was used to organise, store, and analyse the data. Figure 4.5 summarises the five phases of the qualitative analysis, which was conducted in Arabic. The citations presented in the thesis were translated into English at the conclusion of the processes, described in Section 4.5.

Figure 4.5 Coding and identifying themes

Adapted from Fereday and Muir-Cochrane (2006)

4.5 Translation

As noted previously, the target population of the current study spoke Arabic; therefore, the protocols and the survey were translated from English into Arabic. Additionally, the analysis was conducted in Arabic. Because of the need to translate information, a translation approach was adopted to avoid misconceptions and to enhance the research quality. The translation process used in the current study is outlined below.

Importantly, forward and back translation was employed to overcome the issue of translation accuracy. This technique, commonly used for cross-cultural adaptation,

101 involves two versions of the survey and the protocols being translated into Arabic by two individuals (Beaton, Bombardier, Guillemin, & Ferraz, 2000). One translator needs to be from the research field and the other from outside the field; being less affected by the academic goals of the study, the ‘other’ translator can provide a translation that reflects more closely the language as used by the target population. Once the two Arabic translations were completed, they were compared; any contradictions that could reflect the more ambiguous language in the original instruments, or any inconsistencies in the translation process, were noted (Beaton, Bombardier, Guillemin, & Ferraz, 2000). In the current study, the in-field translator was a Secondary school Kuwaiti English teacher. The ‘other’ translator came from a commercial translation services company. The two translated versions of the protocols and the survey were compared and commented upon by a professor in the Education Faculty, Kuwait University.

In the next step, a backward-translation was made from the target language (Arabic) to the original language (English). Then the original version and the back- translated version were compared. The differences between the two versions were discussed, using bilingual samples, thus, the final versions were ensured correct. This step was the final step (Hansen, 1987). These steps enabled “linguistic and conceptual equivalence while translating the questions from English to...[Arabic]” (Samaddar & Kadiyala, 2006, p. 917). The steps provided competency and relative cleanness (Smadi, 1985; Chow, Harrison, Lindquist, & Wu, 1997; Samaddar & Kadiyala, 2006) in terms of the forward and back-translation, which were used to cite the evidence.

4.6 Validity and Reliability

Research validity and reliability are at the forefront of research quality. Hence, qualitative research is often justified and described in terms of credibility, transferability, and trustworthiness. However, the terms validity and reliability are used to judge the research quality of quantitative research (Golafshani, 2003). Thus, good research requires the researcher to judge and evaluate the evidence honestly and critically, while acknowledging and documenting the limitations and contradictory evidence. In the

102 current study, the terms validity and reliability were the basic criteria used to assess the research quality (Yin, 2009), according to the guidelines suggested by Yin (2008).

Four main tests can be used to judge the research quality of two case studies: 1) construct validity; 2) internal validity (which is not a concern for exploratory studies); 3) external validity; and 4) reliability. The following subsection discusses two critical tests that are related in this study (Yin, 2009).

The current study drew on Yin’s (2009) data collection principles. Multiple sources of evidence raised the quality of the study by corroborating and triangulating the evidence. These sources of evidence represent multiple measures of the same phenomenon, ensuring an increase in the constructed validity of the study. Firstly, a case study database was created (www.Kuwait-ICT.com), raising the reliability of the study. The data were organised and stored electronically, thus making the data available to other researchers for reflection, examination, and inspection. The database contained case study notes, interview audios and transcripts, questionnaire files, and documents. Further, the database included each case study’s tabular materials, and narratives. It also established a chain of evidence (explicit links among the question asked, the data collected, and the conclusion drawn), which allows “an external observer…to follow the derivation of any evidence from initial research questions to ultimate case study conclusion” (Yin, 2009, p. 122).

Consequently, the constructed validity criteria covered two main points. The first point concerned the selected operational measures chosen to correctly reflect the particular types of change being studied (Yin, 2009). The use of multiple sources of evidence (that is, document analysis, interview transcripts of individuals and groups, observations, questionnaires, and surveys) addressed this concern. The second point concerned the selection of the particular types of change being investigated in relation to the original objectives of the study; consequently, the constructed validity was monitored (Yin, 2009). Within this context, the current study concentrated, in the main, on the impact of a school principal’s leadership practices for embedding ICT (as captured in Section 3.11 ).

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Reliability is another critical criterion for judging the quality of a study. Thus, the current study had, as one of its objectives, reliability, which would ensure “that if a later investigator followed exactly the same procedures as described by earlier investigator and conducted the same case study all over again, the later investigator should arrive at the same findings and conclusion” (Yin, 2009, p. 45). The current study increased its reliability by fully documenting the procedures, using case study protocols, and creating a case study database, which contained all pieces of information necessary for an external examination and inspection.

4.7 Ethics and Confidentiality

The present study was undertaken to ensure an ethical approach to the research into the leadership practices of school principals when embedding ICT. Hence, a large number of people (n: School A: fifty-six teachers 83.5%; school B: seventy-one teachers 81.6 %), and a wide range of information, were collected. First, the researcher obtained a permission letter from the Ministry of Education, the relevant schools, and the study’s participants (Creswell, 2008). Before the data were collected, an information sheet (explaining the research problem, the aim of the study, the types of evidence to be collected, and the data collection methods) was presented to the Ministry of Education, the school principals, and the participants. Moreover, the confidentiality concerns were covered, with codes and anonymous names being used during the study and in the research report (refer to Section 4.3.2 ). Since the current study involved students, a signed authorisation was obtained from the parents.

When the survey booklet was distributed to the participants, the information letter was attached; the letter excluded any request for identifying information. During the group interviews, the information sheets were handed out to the teachers, while the students received the letter before the focus group discussion began. The participating teachers and students were also asked to sign a consent form. Signing the consent form ensured that the research would meet the QUT Ethics guidelines, and gain ethical clearance (Ethic Application Approval: 1000000109).

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4.8 Summary of the Chapter

This Chapter has presented the details of the research design and the justification for the methodology, the context of the study, and information about the participants. Additionally, the coding system used to identify the participants was described, along with information on the data sources, and the research procedures. The Chapter also outlined the qualitative and quantitative analyses, as well as the translation processes. An argument was also presented in relation to the validity and reliability of the study, and the processes taken to ensure the ethics, with the confidentiality aspects highlighted. The following two chapters (Chapters Five and Six) present the findings from the two case studies for Schools A and B.

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Chapter 5 Case A

The current study sought to: (a) examine the leadership practices of school principals in Kuwait when managing the change processes associated with ICT embedding; (b) explore the problems associated with ICT change in the Kuwaiti context; (c) document the impacts of leadership practices on ICT embedding in schools, as perceived by the staff; and (d) provide rich descriptive information of the ICT usage in two selected Secondary Kuwaiti schools. Hence, two schools were selected in the light of the three criteria developed for the study (see Section 4.3.1 ). The analysis was informed by the theoretical framework developed in Chapter Three. This framework includes five components derived from an analysis of the literature on leadership: (1) Finance Management (Section 3.10.1 ); (2) Setting Direction (Section 3.10.2 ); (3) Developing Staff (Section 3.10.3 ); (4) Building Collaboration (Section 3.10.4 ); and (5) Principal Agency (Section 3.10.5 ).

This Chapter presents the case study of School A. Contextualised information about the school is provided, followed by an analysis of the data addressing each research question. It is important to point out that the Arabic version of the principal’s claims cited in this section is appended at the end of this study, for easy reviewing. The Chapter concludes with a summary of the analysis. The school and the principal, described in this Chapter, exhibit a range of leadership practices. Hence, the Chapter first provides a profile of School A, and then addresses examples of how the principal perceives his leadership practices through portrayals of specific strategies. The efficacies of these strategies are explored through an analysis of the teachers’ and students’ interview data and complementary text material.

5.1 Contextualised Information about the Site–Case: A

School A is located in an affluent class community in the Al-Asimah district, the capital city of the State of Kuwait. The school has 388 students, 67 teachers, and

107 consists of grades 10 to 12. The school has modern facilities and students are encouraged to engage in a range of physical activities, such as football and volleyball, in spacious recreational areas. The administrative facilities are well organised. There are four computer labs with 20 to 25 computers in each lab (see Figure 5.1 ). Indeed, the computer-student ratio is high in comparison to other Kuwaiti schools (Section 7.3.1 ). Further, each school department officially has one computer with “broadband” Internet connection, although some departments have more than two computers with Internet connection. Furthermore, four theatres, designed for the use of datashow multimedia presentations, are available. There is a library, with a plain white board (for use as a screen) and a projector.

Figure 5.1 School A ICT computer lab facilities

Importantly, beside the four computer labs (as shown Figure 5.1), School A has an Educational Technology Laboratory with advanced ICT facilities. The Laboratory is run by the Educational Technology Specialist who is employed to provide technical support for the school. The school’s large meeting hall is also equipped with a plain white board (for use as a screen) and data projector (Section 7.3.1). However, Figure 5.1 illustrates

108 that ICT in Kuwaiti schools is still less than ambitious, and less than the aspiration of the students. The ICT infrastructure appears out-dated and has not been kept pace with technological development. Such observation suggests that further technical support is needed for schools to obtain the latest developments in ICT

The Principal has been at school A since 2005; prior to that he worked as a Vice Principal for six years in another Secondary school. The Principal’s discipline is Geography. Typical of schools in Kuwait, the teachers are from different parts of the Arab world. The teachers’ ages range from their early twenties to late forties. Although they share a common language, there is diversity of cultures and experiences that contribute further challenges for the Principal and the teaching community, such as transforming newly employed teachers to adapt to Kuwaiti rules and regulations.

5.2 School A Principal Interview Data

5.2.1 Finance Management

Within any school, an important contributor to the effective implementation of change depends on how the budget is managed and the resources and infrastructure are maintained. The principal plays a key role in achieving these management goals. For this reason, Finance Management has been identified (Section 3.10.1 ) as an important component of leadership for change. This section explores the practices that the Principal claims to engage in to manage the budget in relation to ICT, and to ensure the operational efficiency of the technology.

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Managing the school’s budget:

Effective management of the school budget is a valuable way to provide support to the school during the ICT embedding processes. For Principal A, managing the school budget is grounded on rules and procedures developed by the Ministry of Education in Kuwait. However, the extent to which the Principal has autonomy in this process is somewhat constrained by policies imposed by the ministry. For instance, the principals are not permitted to seek funding from parents for school expenditure. This constraint was a concern to the Principal, although he demonstrated his capacity to work around this constraint by seeking donations from an affluent parent, as revealed in the following quote:

P/A: we have rules when managing the school budget; these rules were developed by the Ministry which posed more troubles…In general, I managed the budget with respect to the teachers and school general improvement needs. (Lines: 242- 247.P/A)...I managed to purchase ten computers for the school. The fund was donated by a donor “a parent of student”…this action is not allowed according to Ministry rules. However, providing these computers was vital for the whole school, so I took this step and I am fully aware of the responsibilities (Lines: 251-253.P/A).

(Refer to Section 4.3.2 to identify the sources of data cited above.)

Thus, he argued that the provision of computers was so important that he was willing to contradict the Ministry rules. Further, he also displayed a commitment to ensuring that the teachers’ needs were identified, prioritised, and met, where possible. He also regularly consulted with the teachers to identify their budgetary needs, as indicated in the meeting minutes, document 18/1-2/A. Further, document 5/4/A (Section 4.3.2 ) indicates the strategies he used to prioritise teaching needs through consultation with the Heads of Department.

Managing building maintenance and ICT infrastructure

Providing support related to building maintenance; the ICT infrastructure has been identified as influencing leadership practice for embedding ICT in schools

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(Section 3.10.1). Thus, Principal A was asked about his strategy in managing building maintenance and ICT infrastructure, which were important considerations in his management. Firstly, he reported that he prioritised the installation of a new ICT Lab (Document 5/4/A), again showing his willingness to challenge Ministerial constraints by taking control of the maintenance within the school. He stated that:

P/A: It is well known that such operations carried out by the Ministry of Education representative, the management of buildings and maintenance areas which has a section in each district...we are committed to clear instructions in this regard, but are the Ministry’s departments taking their roles? Tell you with confidence that the operations maintenance for our district; we have here; is very slow and we are suffer from complicated bureaucracy. However, we sometimes do periodical maintenance according to our assets available (A/P-Q).

The above quotes highlight Principal A’s views and involvement in managing building maintenance and providing ICT infrastructure support. Principal A was concerned with what he perceived as a sense of negligence by the Maintenance Department in the Al-Asimah district and, therefore, had to take the initiative in managing the maintenance of equipment. He linked the maintenance activities taken by the school to the funds available in the school. Document 5/4/A provided evidence that Principal A took care of the ICT infrastructure support. In this document, the Principal also urged staff to follow up the maintenance activities, and he encouraged the staff to inform their students of the importance of maintaining the school buildings and equipment. Moreover, in document 19/1/A, this concern was shown through the establishment of a maintenance committee, which looked after the maintenance and infrastructure activities.

Figure 5.1 and 5.2 show some of the ICT facilities, which reflect the technological support available in school A. The facilities reinforce Principal A’s abilities to manage the maintenance activities within his role and, at the same time, shows his concerns in supporting ICT infrastructure. Therefore, the effectiveness of Principal A is evident through his management practices.

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Figure 5.2 ICT infrastructure in Laboratory

The two facets of Finance Management (i.e. budgetary management and infrastructure/maintenance management) demonstrate the proactive approach taken by the Principal towards the budget management and infrastructure resourcing. The salient characteristic is his willingness to challenge the authority of the Ministry for the benefit of his school. The examples above provide evidence that Principal A demonstrates leadership practices which align with the first theoretical framework component constructed in this study, namely, Finance Management.

5.2.2 Setting Direction

While the school principal plays a vital role in providing direction for the school, visions concerning the purpose of Kuwaiti education are set by the central administration. Hence, the principals and schools are required to ensure that the central visions are indeed pursued. However, there is still a task of aligning individual teachers’ views, beliefs and priorities with the national agenda so, in one sense, there is an obligation to build a shared vision. Therefore, the principal needs to explain the general

112 strategies and visions to the staff, and to create a general agreement related to the vision among the staff. In order to do so, the school principal needs to stimulate, and provide new challenges for the staff. Consequently, Setting Direction is the second component of the framework of this study. The four subcomponents to fulfil these roles are: (a) building a shared vision; (b) fostering agreement; (c) motivating staff; and (d) setting high expectations (Section 3.10.2). This section provides insights into the practices that the Principal claims to engage in to set the ICT direction for the school.

Building a shared vision

When Principal A was asked about building an ICT shared vision, he explained how the micro-vision, at the school level, was built. Simultaneously, he established an understanding of the ICT vision adopted by the Ministry of Education, as shown in the following statement:

P/B: the school vision is linked to the Ministry of Education vision; this was strategically planning, which we are preparing now. So it is important to define the vision and then define the message and values, which will be followed throughout the school year...I give the vision, the message and the values to heads of departments to plan actions for each department. Then I upgrade the vision to whole school in conjunction with all department action plans. The vision must be for internal and external communities, including the curriculum, student and teachers (Lines: 292-297.P/A).

Principal A’s approach to building a micro-vision for his school was evident in his response to “upgrade…the vision” for all the school staff. He linked the school vision to the Ministry of Education’s general vision, emphasising that each vision needed to be defined, the message understood, and the values explained. Put simply, the Principal promoted the staff’s participation in the processes of building a micro-vision at the school level. He claimed that each department was asked to provide action plans, which were included in the micro-vision at the school level. Additionally, the internal and external societies, including the students and teachers, were served by each vision. The Principal stated that he recognised the important role played by ICT in the global economy, and how it can improve and assist human lives. He linked the ICT implementation to the importance of feeding students’ needs with ICT knowledge, and

113 satisfying students’ ambitions and aspirations. These statements reflect Principal A’s deep understanding of the ICT strategy and its significance in today’s world. Communicating the ICT vision to the school community, by showing the benefits of ICT, is an effective way to encourage ICT uptake practices. When Principal A was asked to further elaborate on his strategy for communicating the ICT vision, he stated that:

P/A: I discuss with teachers around the benefits of ICT in teaching...I remind teachers about the importance of ICT to satisfy students and satisfy their aspirations, I remind teachers of the key role that ICT will play in future of the students and the future of the country. I always tell them that the ICT is not a secondary option but the primary option and an important once, first for future generations and the economy (Lines: 130-134.P/A).

From the above quote, Principal A acknowledges that the implementation of ICT activities in teaching is important, especially to satisfy students’ aspirations. He asserted that he informed staff about the important role ICT plays in the students’ and the country’s future. Further, his emphasis on ICT importance throws light on the significance of ICT to teachers and, thus, makes the teachers motivated to have a sense of responsibility about maintaining their obligation to the students’ future through the provision of appropriate educational experiences. When asked to explain further how he reinforced the teachers’ commitment through raising their knowledge about ICT goals, the Principal indicated that he had engaged consultants to provide a workshop that was designed to inform the staff about the ICT goals and benefits. These claims were supported by a number of documents. For example, document 13/2/A was an outline of a meeting with the teachers where the Principal discussed the importance of ICT in teaching, and advised staff to initiate and integrate ICT in their teaching. Principal A also explained the benefits of ICT in teaching, going beyond the usual role of informing staff about the centralised vision, to encouraging staff to sell the ICT vision. Therefore, it is apparent that the Principal implemented a range of strategies that aligned with the need to develop a clear and acceptable school policy.

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Fostering agreement

One way to encourage ICT uptake is to establish communication related to ICT through fostering a staff agreement about the need. Principal A was asked directly about the ways he obtained an agreed ICT vision among the teachers; he stated that:

P/A: It’s done when all staff got involved, this can be only achieved through creating harmony in teachers’ opinions, and harmony required discussion and exchange of ideas and put everything from the pros and cons and the possibilities and the support available. In another way, this harmony requires discussion and expansion of views and questions need to be answered (Lines: 316-319.P/A).

As presented above, the effectiveness of Principal A’s leadership practices were demonstrated in his argument that he created harmony among the teachers by discussing and exchanging ideas. He also claimed that he presented two sides of the argument, the “pros vs. cons” of the ICT embedding process. Further, he stated that he discussed, with the teachers, the ICT possibilities and the support available. To foster agreement among the staff, he asserted that he allowed questions and discussions about the topic so that the staff could express their feelings, ideas and fears. This acknowledgement suggests that the Principal was aware of the need to persuade his staff to embrace ICT change.

Principal A’s claims were supported by a number of documents that present the methods he used to foster agreement among the staff. For example, document 18/1-2 /A, minutes of a meeting with the school’s committees and teams members, reported on a discussion of the mechanism of action of each committee and team. The Principal also reminded the staff of the importance of discussions, and the advantage of the creative ideas offered by members to enrich the work. These practices are characteristic ways of fostering agreement among staff on vision. Within the Kuwaiti context, this approach would be effective in a culture where the principal’s power, bureaucratic culture and hierarchical system are usually maintained. Therefore, Principal A showed his abilities to foster agreement among the staff by leading discussions about ICT embedding, addressing their concerns, and creating harmony in school.

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Motivating staff

It is important, however, to point out that building a shared vision, and fostering agreement, cannot be achieved without motivating staff. Therefore, an analysis was undertaken into the motivational practices used by Principal A. As mentioned in Chapter Two, this study concentrates on two motivational forms: (1) intrinsic motivation; and (2) extrinsic motivation (Section 3.10.2). The following paragraphs address these forms.

Principal A exercised a number of motivational approaches to encourage teachers to use ICT in teaching, despite the absence of a planned and written motivational strategy. The Principal was asked about his approach to stimulate and motivate the teachers to use ICT in their teaching practices. He stated that:

P/A: Encouragement was the most influential factor to increase the ICT uptake rate. (Lines: 55. P/A)...I advised all teachers that my assessment will be based on the extent of ICT embedding in teaching (Lines: 59-63. P/A)...many teachers approached me last year and asked me about the reason that why they were excluded of the Excellent work reward, I told them that I advised you all that I am going to base my assessment largely on the extent of ICT uptake (Lines: 65-67. P/A).

Hence, Principal A acknowledged the importance of encouragement and motivation; however, he apparently relied on the excellent work bonus to motivate teachers to adopt ICT in their teaching practices. He claimed to ground his assessment on the uptake by the extent of ICT embedding. He also argued that he advised all teachers about the importance of ICT in the criteria of the Annual Performance Assessment, once again linking the excellent work reward to the Annual Performance Assessment. Through the assessment, and the fact that the principal controls 50% of the total assessment, the Principal has an effective way to use a money bonus for excellent work. This approach reflects the Principal’s use of an extrinsic motivation factor to raise teachers’ commitment towards ICT uptake.

This claim was supported by document 15/2/A, which reported the Principal’s address to the staff, informing them about the Annual Performance Assessment criteria, and that the ICT uptake was the basis of the assessment. In analysing the documents, it

116 is apparent that the Principal used the excellent work bonus to motivate the staff to take up ICT activities, while also demonstrating a number of motivational practices. For example, document 11/3/A, minutes of a meeting with staff, showed that the Principal urged the staff to use ICT in their teaching practices. At the same time, he provided teachers with information about the importance of ICT in teaching. Further, he publicly gave his appreciation for a teacher who employed ICT devices in his teaching practices. The Principal praised the teacher for his efforts and attempts to reform his teaching practices by using ICT. As well as honouring and praising teachers who successfully incorporated ICT in teaching, document 8/3/A highlights the motivational practice of Principal A for encouraging teachers to adopt ICT in their practices. For example, in a meeting record, the teachers and departments competition criteria were established and discussed. The Principal displayed his motivational strategy when asserting that the extent of ICT embedding was one of the critical criteria to be met. This approach shows the Principal’s emphasis on the purpose of ICT.

Further, analysis of the data interview revealed that the Principal used more extrinsic motivational approaches to encourage the staff. For example, he used the extent of teachers’ use of ICT in teaching as the basis of the competition criteria. This action appeared to result in generating passion among staff to creatively learn new things, which would seem to imply a deal of independence for the staff to be innovative. Additionally, one of the most important Annual Performance Assessment criteria for the teachers was the extent of their use of ICT in teaching. Although, this assessment directly affected the future of a teacher’s career, the Principal emphasised the immediate “bonus” reward. Principal A also claimed that he spent the budget on resources needed by the teachers. Therefore, it seems that he attempted to neutralise some of the factors that can play a de-motivating role, such as the lack of teaching equipment. Hence, it can be concluded that Principal A was proactive in motivating staff to embed ICT in their teaching practices, relying on the extrinsic incentive to inspire staff.

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High Expectations

Setting high expectations for teachers in using ICT provides challenges for teachers to learn and develop themselves, which shows the Principal’s belief in the staff’s ability. Such expectations play a catalytic role because teachers need to satisfy their principal by being committed to those expectations. Therefore, Principal A was asked about his expectations of teachers in using ICT. He stated that:

P/A: my expectation and ambition rose in time and I expect with time, the expectation will rise with more usability comparing to now. This drives them to more commitment, for example, I told teachers that the old teaching approaches must go, and we have to leave these approaches beyond us. I advise teachers to feed the students with their need, and develop their ICT skills and I always ask the teachers to motivate students to greater creativity, more commitment, and I ask teachers to professionally interact with their students (Lines: 321-325. P/A).

He gradually increased his expectations for his teachers, over time; this was achieved by initiating new approaches to teaching with ICT. Principal A also expected teachers to develop the students’ skills and motivate them to be more creative. The Principal acknowledged that setting high expectations drove the teachers to be more committed, and challenged them to further their own development and that of their students. His effective leadership in embedding ICT was demonstrated by the setting of clear directions for his staff. Further analysis of the interview data sought to identify other perspectives to strengthen the final conclusion.

5.2.3 Developing Staff

Staff development is one of the main responsibilities of the school principal. The importance of such responsibilities is maximised at a time of embedding change in teaching practices. The development of teachers’ skills plays a key role in preparing staff before and during a change. Therefore, Developing Staff is the third component of this study’s framework (Section 3.10.3). In this section, evidence is presented that demonstrates how the Principal displayed leadership through his actions in supporting staff development. In particular, his response related to: (a) providing individual

118 consideration by acknowledging individual differences; (b) providing individual Professional Development (PD); (c) supervising PD activities; and (d) providing an appropriate model of ICT use.

Considering Individuals

The recognition of individual differences among staff is a vital practice for a principal. Importantly, staff development helps to strengthen the weaknesses that are observed in some teachers’ performances. It also works as a catalyst for all staff to further develop their skills by providing individual reflection. Therefore, providing individual consideration is a crucial aspect of effectively leading a school during a time of change. Principal A was asked about his approach in recognising the individual differences of teachers and how he managed such variations. He stated that:

P/A: As you know there were some older teachers who had difficulties to absorb the new ICT skills, it was not easy to convince them, but through discussion, persuasion, the exchange of ideas, offer alternatives, give examples and provide support, they interacted and started to explore and experiment the new technology. These actions provided stimulation influence on all teachers to employ ICT in their tasks (Lines: 38-43 P/A).

As shown above, the Principal recognised that some older teachers had difficulty in learning new skills. However, he claimed to follow a strategy encompassing discussion, persuasion, the exchanging of ideas, offering alternatives, giving examples, and providing support to solve such constraints. He asserted that this strategy helped in solving some teachers’ difficulties with ICT through a variety of supports. The Principal’s claim in dealing with individual differences was supported by document 5/2/A. Although this document was not related to ICT difficulties, it can be presented to provide insight into Principal A’s leadership practices. In this document, the Principal asked the Heads of Department to provide special support for newly employed staff, stressing that they needed to pay more attention to inexperienced staff. This action reflects the extent of Principal A’s interest and appreciation of individual differences among staff. Here, the Principal tried to mentor and support teaching staff in terms of their knowledge. Additionally, the action also mirrors the personal interest of the

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Principal in teachers who need personal assistance to overcome some difficulties; this interest is also linked to the next subcomponent, providing individual development opportunities.

Providing individual PD opportunities

In the literature, an effective school principal is described as a mentor who is cautiously concerned about the achievement needs of teachers (Section 3.10.3). It is typically known that the school principal plays an important role in providing individual development opportunities for teachers to improve their skills, particularly in times of rapid technological change. In the Kuwaiti context, providing professional development opportunities for staff is one of the basic responsibilities of school principals (Section 2.2.2). When Principal A was asked: Do you think the development of teachers is a part of your responsibilities? And how do you develop the teachers’ skills, including ICT skills? He acknowledged that the development of teachers’ knowledge and skills is a part of his responsibilities. However, he proceeded to argue that he supplemented the centralised PD by school based initiatives:

P/A: Many workshops were conducted based on my observations or suggestions from Heads of Department...Heads of Department closely deal with teachers and they have more time for observing and following- up. If necessary, I worked on letting the Ministry intervene. As you know, the Ministry is restricting the PD activities in schools because of low budget and possibilities. PD need identifications are based on PD assessment from each school...so teachers are nominated and named on the basis of school principals’ proposals (Lines: 326-336.P/A).

Thus, he drew on advice from Heads of Departments to produce the necessary PD, as well as seeking help from the Ministry to intervene in providing specific forms of PD programs that were restricted to a special training centre that provided PD activities for teachers. Principal A explained that the long-term PD programs were specifically centralised at the training centre because of low budgets and limited possibilities in schools. In Kuwait, the Ministry of Education has a Training and Human Development Sector (THDS) which specialises in providing required long-term training programs. The THDS is an important facilities, as school-based PD programs are limited.

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However, he suggested that he still played an important role in identifying PD needs and proposing PD programs. Therefore, teachers were provided with the necessary development of ICT skills and competencies by the THDS, at the instigation of the Principal.

Figure 5.3 ICT related PD activities conducted by THDS

Figure 5.3 captures some ICT PD activities conducted by THDS. In these images, the teachers are provided with ICT instructions to improve their ICT knowledge. Further evidence is provided by document 20/1/A to show that the THDS is concerned with ICT professional development. In additional to the THDS, there are a number of organisations that provide teachers with ICT PD opportunities, for example, the Kuwait Teachers Society. Therefore, the teachers are provided with the necessary PD in a range of packages. Although, the PD is provided centrally, Principal A went out of his way to promote and encourage staff to participate in the ICT-based PD activities.

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The school-based PD activities were documented in a number of sources, which attest that Principal A was interested in providing growth opportunities for staff. When he was asked about his strategy, he stated that:

P/A: around two months ago, workshops were conducted by the Computer Science Department staff on how to benefit from the media, how to link, or insert audio in PowerPoint slides, and how to develop video or animation. They were conducted to support some teachers and to provide them with their ICT needs (Lines: 337-340.P/A).

Hence, the Principal played an important role in providing the PD opportunities. A series of ICT related workshops, designed to provide teachers with support to improve their ICT skills, were conducted by the Computer Science Department staff, reinforcing the Principal’s objective to provide supplementary PD opportunities for staff. Further, the Principal also argued that his leadership was insightful, as he organised for the Computer Science Department to provide cognitive support to other staff in relation to ICT knowledge.

Figure 5.4 below shows an ICT course being delivered at the time of the data collection. This ICT PD event was conducted by a geography Teacher who was interested in the PowerPoint software. In this workshop, activity-CDs were distributed to all in attendance. During the workshop, the Principal attended, as well as participated in, the activities. Such participation illustrated the Principal’s willingness to work closely with staff, and also presented a practical example of his interest in school-based ICT PD. Further, the Principal substantiated his desire to remove barriers with staff in a culture that is dominated by power maintenance and the hierarchical system environment. At the same time, he demonstrated his leadership role in monitoring such activities.

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Figure 5.4 ICT workshop

The provision of school-based ICT PD activities was supported by a number of documents. For example, document 5/3/A is the minutes of a meeting recording a request from the Principal to the Computer Science Department to conduct ICT related workshops. He suggested that the workshop be linked to the the seven units of the ICDL to provide an opportunity for teachers to practice and improve their ICDL skills. The evidence confirms Principal A’s provision of individual development opportunities for teachers through suggesting, supporting, and managing PD activities. It also affirms his willingness to improve ICT knowledge among staff by confronting constraints imposed by the Ministry of Education on PD activities. These constraints verify that the principals in Kuwait appear to lack autonomy in leading their schools.

Supervising PD activities

From the Principal’s perspective, supervising the PD activities subcomponent illustrated his knowledge and abilities to conduct, and evaluate PD activities. The interview data reveal his approach, when he stated that:

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P/A: Somewhat I am able, especially if the workshop are in my specialty and I do evaluation in terms of the quality of the material and how they are displayed. I supply needs that requested by the lecturer and I get involved in the presentation, as well as I evaluate PD or training activities through personal attendance and my own recorded observations as well as by studying the suggestions and assessment of the participants. All these measures will be directly discussed with the staff who conducted the event...I conducted two workshops, one was on the lessons preparation and its constraints. The main focus was on how to use technology to prepare well and overcome the obstacles (P/A- Q).

Briefly, Principal A’s approach includes personal advice on his area of expertise. In Kuwaiti schools, each department specialises in teaching one subject only, which is a different situation from other countries (Ministry of Education, 1999, 2003). As a result, a principal in Kuwait is able to construct a PD program in only one area of expertise. Therefore, his statement is reasonable. Thus, Principal A’s strategy to supervise PD activities encompassed meeting the teachers’ needs, evaluating the PD through personal attendance and observation, and studying the suggestions of the participants. His statement suggested that, when PD programs were offered, Principal A frequently participated in them.

Further, he also asserted that he conducted two workshops for his staff. One of the workshops was on how to use technology to prepare lessons well, and to overcome obstacles, such as being time poor, and difficulties in managing lessons. Both workshops were based on modern technology. The evidence discussed above shows that Principal A used an effective strategy to characterise his involvement in PD activities. Uniquely, this strategy included personal involvement, reflecting his leadership effectiveness in a culture where the boundaries between the principal and staff are usually monitored, and the hierarchy system is maintained. Therefore, the leadership effectiveness of Principal A was displayed through his strategies to conduct, monitor, supervise, and evaluate PD activities in the school.

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Providing an appropriate model of ICT use

An appropriate model of ICT use is the last subcomponent of the third component. As such, the principal needed to show a change in his own practice in order to be a model of such practices for his staff (Section 3.10.3). In his interview, Principal A provided a practical example of his own adoption of technology, namely his communication to all teachers by email (which also required teachers to use such technology to respond to the Principal), and motivated the teachers to explore the benefits of using email for communication. The use of email was an indicator of how the Principal committed himself to encourage staff to explore and incorporate ICT in their lives. Ablah Alaisa (informal conversation, July, 13, 2008), who is the General Manager of Training and Human Development in the Ministry of Education, claimed that very few principals had demonstrated a use of emails in their schools. Hence, Principal A appeared to effectively model the use of ICT by bringing his personal laptop into the class when visiting the students or meeting teachers or parents. He also claimed to use digital assessment forms, which reflected his ICT interest in both teaching and administrative activities. A number of figures show the Principal using the laptop, microphone, external speakers, projector and PowerPoint at the meeting, thus modelling ICT practice for all teachers.

Further, document 11/3/A proves that the Principal distributed activity-CDs to the teachers, with a specific format to be used in recording students’ scores. Therefore, the Principal’s own practices modelled ICT capabilities for the staff. This leadership quality was important in developing and improving staff teaching outcomes, as well as to build collaborations so that they benefit fully by embedding ICT.

5.2.4 Building Collaboration

Improving the work conditions in School A, to achieve the desired goals for ICT change, is the fourth vital component of this study assessing how the Principal achieved these leadership outcomes (Section 3.10.4 ). In seeking evidence related to this component, the focus was on how the Principal went about building collaboration or

125 redesigning the school atmosphere to improve its capacity to develop and embed ICT. In other words, it was connected with collaboratively applying the changes into the work system. The four subcomponents were: (a) building a collaborative culture; (b) building teams; (c) solving problems; and (d) connecting the school with its wider environment, “other schools”. In this section, evidence is presented that illustrate the Principal’s perception on practising the Building Collaboration component.

Building collaborative culture

From the literature, during periods of change, some staff need to develop collaborations in order to reach a satisfactory level of performance (Section 3.10.4 ). The is in enabling the exchange of ”ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ“ importance of a collaborative culture experiences, information and possibilities that lead to a full change during the embedding process. Therefore, building a collaborative culture helps to overcome a number of obstacles, such as the lack of equipment, experience, and information. in the school was also a fundamental ”ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ“ Building a collaborative culture practice undertaken by Principal A. When was asked about his strategy to build and promote a collaborative culture, he stated that:

P/A I support the initiatives undertaken by teachers in order to promote collaborative culture in school. I managed a variety of activities to support this culture; in general, all staff of our school is collaborating well. I developed a competition for distinguishing teachers and departments, honestly, one of the most the important criterion of selection is collaborative efforts. School’s teams promote the collaborative efforts. I discuss with teachers about the mechanism, functions and the best ways of collaboration in order to reach a high level of mutual collaboration (Lines: 279-289.P/A).

As shown above, the Principal acknowledged the importance of collaboration by holding a competition to reward distinguished teachers; the reward criterion was the degree of collaboration in which a teacher engaged. Thus it appears that the Principal was willing to promote a collaborative culture by imposing positive competition amongst the staff. The Principal claimed that he had discussed the mechanism, functions, and the best ways of collaboration, with the aim of reaching a high level of mutual collaboration amongst the staff. He also asserted that he formed a number of

126 teams to promote the collaborative culture in the school. Support for his claims emerged in document 14/3/A, the minutes of a meeting at which he addressed the staff and explained the importance of collaboration. Indeed, his level of appreciation for collaborative work is clear through his use of coordinators to facilitate the interaction among the departments. For example, according to document 3/5/A, a budget coordinator was appointed to report the needs of the whole school, and to prioritise the spending efforts. Furthermore, in document 4/3/A, a planning coordinator was employed to coordinate the school activities. Therefore, Principal A used a range of practical strategies to promote a collaborative culture in the school.

Building teams

Further, building a team is a useful practice to assist principals to solve potential problems or conflicts, and to assist principals to fulfil their multiple tasks in the school (Section 3.10.4). Such collective work plays a vital role in enhancing productivity by promoting a team spirit. Therefore, when asked about such endeavours, Principal A stated that:

P/A: I usually emphasise on the importance of working as a team. I asked teachers to get involved in managing public events (Lines: 215- 222.P/A).

Thus, he appears to be aware of the importance of building teams to facilitate the tasks underlying the ICT embedding processes. For this reason, the Principal formed a number of teams to help in the embedding process and to carry out other business. For example, one planning team played an essential role by helping the Principal to identify what ICT facilities were currently available and what would be needed in the future. Document 18/1-2/A, the minutes of a meeting with the school’s committees and teams, provided a concrete example of the Principal’s approach to building a team. In this meeting, Principal A discussed the mechanism of action of each committee and team, and emphasised the collective work needed in the school. The teams were delegated tasks that would increase the sense of responsibility for ICT among the staff.

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Solving problem

School principals have been described as problem solvers (Section 3.10.4 ). Thus, in the interview, the Principal was asked to describe his strategy to solve problems and conflicts in school. He differentiated between the individual and function or group problems, such as tasks and responsibilities that overlapped between the departments. The Principal argued that he solved individual problems peacefully and fraternally, which reflected the extent of closeness between himself and his staff. His approach to solve group conflict was to meet with the staff members involved, leading the discussion to help the staff to identify the real issue, and then brainstorm with them to solve the conflict. Principal A further explained:

P/A: There used to be an overlap in some of the tasks related to technology, so I met with an Educational Technology Specialist and the Department of Computer staff and have distributed tasks responsibilities...it was solved through meeting with the staff and listening to their views and discuss the responsibilities, and then we reached a consensual agreement on the mechanism of actions and responsibilities of each parties on ICT in the school (P/A-Q).

Hence, through the Principal’s interest in finding solutions to the problems, his strategy reflects a genuine desire to improve performance and to find possible solutions to the problems. The Principal provided a practical example of his involvement in solving a problem between two parties or group problems. Such problems arose when tasks and responsibilities overlapped, significantly affecting the workflow. In such instances he would bring the staff together for a meeting to listen to their views, to gain an understanding of the problems, and to discuss where the responsibilities lay, until a consensual agreement was reached about the work mechanisms and the assigned responsibilities. These practices clearly show his desire to be directly involved in analysing and solving problems with the best solutions. The Principal’s passion for allowing discussion, seeking a consensual agreement, and closely working with staff, and his power to do so are usually inhibited by the bureaucratic and hierarchical culture existing in Kuwait (Section 2.2).

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Connecting the school with its wider environment (other schools)

Within an education system, connecting a school to its wider environment has many benefits (Section 3.10.4 ). In school A the Principal provided a practical example of how important it is to connect and maintain relationships with other schools, and the education field. Principal A stated that:

P/A: I care to strengthen these relations through participating in joint projects combine school principals to achieve common goals. In the past year, I worked on a meeting for all our district principals. That meet was very fruitful. We all benefited from it after uniting our claims. We convinced the Ministry to establish a number of community-based centres in schools to provide training services and educational for the local community, which including our students... The ICT is a part of these courses and a good number of our students enrolled in these courses (Lines: 370-375.P/A).

From the above response, it is clear that Principal A sought to take advantage of connections established with other schools, and so achieve common benefits. Also the Principal’s desire to maintain healthy and interactive relationship with other principals explained his involvement in joint school projects, such as those to establish a number of community-based centres to provide training and educational services to local communities. Indeed, the Principal admitted that the agreement among principals to claim such community-based centres made it possible to achieve their goal. Underpinning the benefits of maintaining a connection with other schools and educational practitioners were the educational agreements, the exchange of information, and the mutually beneficial activities that helped the students and the schools to improve their educational outcomes. Confirming such involvement with other schools was documents 1/1-2/A and 2/1-2/A, which were minutes of meetings with the Al- Asimah district principals. In this meeting, activities to embed ICT were discussed and suggestions were presented to establish a website to build up a database for all schools. The meeting also encouraged more interschool PD activities. Three committees were also formed to follow up these suggestions and plans for the Board of Principals in the Al-Asimah district. These documents support Principal A’s proactive connection with other school principals to achieve common benefits.

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The above discussion illustrates that Principal A demonstrated his leadership practices through building a collaborative culture, building teams, solving problems, and connecting the school with its wider environment (other schools).

5.2.5 Principal Agency

Principal Agency, the fifth component of the framework of this study, is concerned with: (a) principals’ ICT competence; (b) their skills providing guidance to link ICT use into pedagogy; and (c) principals’ strategies in sustaining ICT change. Principal Agency is important in shaping the understanding of the school principal in terms of why and how ICT should be used to improve educational outcomes (Section 3.10.5). Evidence is presented in this section that shows Principal A’s perception of leadership through his actions in respect to the Principal Agency component and its subcomponents.

The principal’s ICT competence

According to the literature, there is a direct relationship between ICT competence and personal attitude toward ICT (Section 3.10.5). To determine if this was so for Principal A, he was asked to explain his perspective on the relationship between a principal’s ICT competence and the embedding ICT process. During the interview, Principal A stated that a principal’s ICT competence is important for embedding ICT, especially in leading and explaining the benefits and goals of ICT embedding to the school members. Further, he believed that these skills enabled principals to discuss the embedding processes in more detail and with more authority.

Within the current study, as outlined in Section 3.10.5 , the ICT skills assessed here are limited to the ICT skills that principals are assumed to possess in order to meet the Ministry of Education’s requirements, namely: (a) Basic Concepts of Information Technology; (b) Using a Computer and Managing Files; (c) Word Processing; (d) Spreadsheets; (e) Databases; (f) Presentations and Graphics; and (g) Networks, E-mail

130 and Internet (ECDL Foundation, 2008). Such ICT competence (the subcomponents) is limited to the knowledge of the non-technological ICT user.

Principal A appeared to be ICT competent to the extent that he communicated with teachers by email. However, he also provided examples of implementing ICT in administration through his use of digital assessments to directly type his notes, observations and comments. Further, he reported conducting two workshops, one in 2009 and the other in early 2010. The first workshop was on lesson preparation and its constraints, with the main focus being on how to use technology to prepare lessons well, and how to overcome any obstacles. Both workshops were conducted by using modern technology (PowerPoint and a projector). Additionally, the Principal demonstrated his familiarity with ICT (Email, Skype, Messenger, and the chatting option available on the Facebook site) when communicating with the researcher. Therefore, it is clear that Principal A had the essential ICT skills necessary to demonstrate that he was an avid user of ICT. Thus he was able to lead by example.

Providing guidance to link ICT use into pedagogy

In any ICT embedding strategy the basic goal is to encourage the use of ICT practices into pedagogy (Section 3.10.5). When Principal A was asked about this aspect of linking the strategy to practice, he argued that he encouraged, stimulated, and supported all efforts to link ICT into teaching activities. In further clarifying his direct involvement in the process of linking ICT into pedagogy, he reported that:

P/A: there is a direct guidance from me and the Ministry for linking ICT to teaching… at school level; we have an Educational Technology Specialist who assigned to help teachers to use all ICT forms and to provide teachers with technological advice and guidance. My role is to encourage the ICT linking to teaching activities and support the computer science and the educational technology specialist to promote the link (Lines: 355-360).

Although, the Principal admitted that the Ministry of Education was involved in the process of linking ICT into pedagogy, he asserted he furthered that goal by encouraging and supporting both the Educational Technology Specialist and Computer

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Science Department the ICT actions at the school level. Such involvement highlighted his proactive leadership endeavours to embed ICT into the whole school.

Sustaining ICT change

Once the initial move has been taken to embed ICT into a school, the momentum needs to be sustained (Section 3.10.5). Hence, it is important to continue ongoing improvements related to ICT. Principal A sustained such the ICT changes by:

P/A: To achieve sustainable changes, it must be done through developing plans, providing supports, and follow-up. We have many plans, but the shortage of support including materials and human resources blocked us, so we are working on sustaining changes by stimulation, continuous monitoring, and planning to add new ICT applications in our school (Lines: 408-413.P/A).

The above quote reinforces the major challenges of sustaining ICT changes, including the shortage of support, the continued need to inspire the staff, the constant monitoring of the ICT embedding process, and the planning of new ICT applications. Principal A’s statement reflects his willingness to keep pace with the rapid development of ICT. However, he also acknowledges the constraints posed by the lack of support available, as well as the confusion about the leadership roles of the principals and the Ministry of Education. In the Kuwaiti context, the education system is free and fully supported by the government. Nevertheless, as discussed earlier (Section 5.2.1), the Ministry applies rules that obstruct the school’s ability to seek assistance from other parties. Hence, school principals have limited autonomy to seek additional financial resources to help sustain ICT changes.

Even so, Principal A continued to develop future ICT plans, for example:

P/A: We are working to establish a finder club...this club will be a meeting point between students who have ICT projects… (Lines: 385- 388.P/A) ... shortly, we will begin to develop a special section for educational materials and will add some of the module lessons that were videotaped, so this will benefit all students in school and other schools. This website will include all educational materials produced by schools (P/A-Q).

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These plans circumvented the restrictions placed on him by the Ministry, namely, the establishment of a finder club to facilitate students who engage in ICT related projects. The club was to be equipped with advanced technological devices, and so improve the ICT uptake in the school, and sustain the momentum. Additionally, the Principal proposed a plan to develop a database for educational materials, which would be accessible to the students and provide a wider dissemination of knowledge. The existence of the plan was supported by a number of documents. For example, document 7/3/A was the minutes of a meeting with staff where the Principal urged all teachers to submit a copy of their lessons to the Educational Technology Specialist; these materials would contribute to the educational materials database. The Principal also encouraged the teachers to audiotape their lessons, explaining the benefits of the taping to students. The ICT plans presented great challenges for both the principal and staff, particularly with the shortage of support, and the school’s modest financial resources. Despite these problems, the Principal demonstrated his commitment to overcoming the challenges and sustaining ICT in the school.

The analysis of the interview data with Principal A showed that he is proactive in demonstrating the Principal Agency component for embedding ICT within the school.

5.2.6 Summary

This section addressed the first question of the study: How do school principals perceive their leadership practices for embedding ICT in relation to school management, learning and teaching practices? The data were derived from multiple sources to corroborate Principal A’s perceived actions and strategies. The analysis drew primarily on an in-depth semi-structured interview with the Principal, and was supported by the analysis of documents and field notes. The five components of the framework were used as the basis of the analysis process (Section 3.11 ). However, the teachers’ and students’ perspectives were significant in strengthening the final conclusion. The following sections address the teachers’ and students’ perspectives.

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5.3 Teachers’ perspectives

This section aims to address the second research questions: How do teaching staff perceive the principal’s leadership for embedding ICT in Kuwaiti Secondary schools? Two sources of data were analysed to gain in-depth information about the school principal’s specific practices, and to corroborate Principal A’s claims. The focus group interview and surveys were conducted to obtain as many teachers’ perspectives as possible. Five teachers were randomly selected, from different departments, to participate in the focus group discussion; one was a department head (Section 5.1 ). In School A there were sixty-seven teachers who were invited to fill out the survey. Fifty- six teachers (83.5%) completed the survey.

The teachers’ views are presented in a series of tables (x to y) that capture the essence and the differences in the perspectives on a given issue. The five teachers’ statements are directly quoted and summarised to highlight the main points. However, when a contradictory perspective existed, it was acknowledged and included in the teachers’ statements in the tables. At the beginning of the focus group interviews, the teachers were reminded of the importance of using the coding system to refer to informants (Section 4.3.2). The codes, and how to use them to make comments, reply to, or remind other teachers of a situation or event, were explained in detail.

Further, the teachers were encouraged to reflect on their personal experiences and to participate fully in the discussion. They were given sufficient time to make their views known. The interviews were very helpful, as the teachers supported each other in expressing their opinions, and supplying feedback to more fully describe a situation or give more detailed information (Section 4.3.3.2). The focus group interview went for approximately one hour and 30 minutes. The Arabic version of the teachers’ voice, cited in this section, has been appended at the end of this study for easy reviewing (Appendix 0).

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5.3.1 Finance Management

When there is a need to embed any change in a school, principals are required to take a significant role in managing and supporting the transformation to ensure a smooth integration of multiple tasks and strategies. Thus, Finance Management, explored in this section, is a critical facet of leadership. Finance Management can be considered through two activities: managing the budget and managing the school maintenance and ICT infrastructure; both are related to the focus of the change (Section 3.10.1 ). To enhance the outcomes of the current study the teachers’ perspectives were obtained. Table . 5.1 provides quotes that have been selected to illustrate the leadership situation in School A.

Managing school budget

Prioritising a budget is a major responsibility to be carried out by school principals (Section 3.10.1). Therefore, effective budgeting is important for the school, for the teachers, and for the students’ needs. Five teachers from school A were asked to comment on the school’s spending strategy and the link between the spending strategy and pedagogical needs, including their needs. As shown in Table .5.1 , four teachers (A, B, C and D) acknowledged that the spending strategy was based on the pedagogical needs of the staff. For example, Teacher A stated that:

AG/A: I think that there is a strong link between spending strategy and the needs of teachers (Q/AG/A).

Thus, Teacher A reported observing the link between the spending strategy, managed by Principal A, and the teachers’ needs in the school. His statement supports the Principal’s claim that he was concerned about providing teachers with their needs. Additionally, that the Principal’s strategy was implemented was supported by Teacher C, who asserted that the Principal reimbursed teachers for the purchase of any teaching material. Teacher C also acknowledged that each department was provided with an individual budget that allowed more flexibility for prioritising the budget within the department’s needs. Further, according to Teacher D, if teaching material is needed, it will be supplied. However, this Teacher also expressed a lack of awareness regarding

135 the strategy used by the principal to prioritise the school budget. Teacher C, while expressing modest satisfaction with the status quo, also desired to see further alignment between the spending strategy and pedagogical needs in the school. Teacher E, however, did not contribute any more information.

Table . 5.1 Teachers’ Perceptions on the Finance Management Component

Finance Managing budget Managing maintenance/ ICT infrastructure Management Teacher A/A There is a strong link between the The Principal works to provide the ICT spending strategy and the needs of requirements, even partially. teachers. Teacher B/A The school spending strategy is modest, The Principal is committed to providing but there is always consideration for ICT infrastructure. educational needs. Teacher C/A The Principal refunds all bills related to Maintenance is not good, but the problem purchased requirements that are paid by is not related to the school. The Principal, the teachers. many times, brought specialists to fix Each department is assigned a budget. ICT devices and computers. The link between spending strategy and The Principal provides very generously teachers’ need exists, but not as desired. for any needs related to ICT. Teacher D/A If anything is needed, it will be supplied. The Principal connected all departments to the Internet. Teacher E/A No further comment. The maintenance is not good to the extent that we sometime did hardware maintenance. The Principal tried to provide ICT infrastructure, but it was not sufficient.

In the same context, Teachers A, B, and C complained about the support provided by the Ministry of Education, especially in terms of the funds and the budget for the school. For example, Teacher A noted a problem related to budgetary limitations, which posed more challenges for the school, such as the shortage of equipment, and limited resources for PD and ICT activities. Nevertheless, the teachers demonstrated their awareness of the roles taken by the Principal to achieve positive outcomes, and the constraints under which he worked. Thus, the Principal was determined to support the staff, even with modest support from the Ministry of Education. Therefore, the Principal’s assertion that he was effectively managing the school budget and providing the school’s needs were supported by four of the five teachers.

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Managing maintenance and ICT infrastructure

Supporting schools through managing maintenance and the ICT infrastructure has been highlighted as an important practice of school principals (Section 3.10.1). Teachers A, B, C, D, and E were asked to comment on their Principal’s practice in managing maintenance and ICT infrastructure in the school. From Table .5.1 , it can be seen that teachers A and B commented positively on their Principal’s practices, and his interest in providing sufficient ICT infrastructure. However, they concurred that the maintenance activities were not at a satisfactory level, blaming the Maintenance Department, which is under the management of the Ministry of Education rather than under the School’s management.

Nevertheless, the Principal also appears to manage some of the maintenance activities and support ICT infrastructure through requesting ICT specialists to fix ICT devices and computers. Teacher D confirms the Principal’s provision of Internet access to all the school’s departments. Further, teachers A and B complained about the maintenance activities; the Principal also expressed his dissatisfaction with the maintenance activities done by the Maintenance Department (Section 5.2.1). The staff perspectives on the Principal’s involvement in managing ICT maintenance and providing ICT infrastructure provides additional information on the challenges faced by the Principal, and the strategies used by him to overcome such challenges. Their perspectives give an insight into the Principal’s practices related to the ICT embedding process, and confirm his leadership qualities.

To identify the degree of consensus, about the Principal’s leadership skills, across the school, the data analysis addressed the teachers’ perspectives on four questions (Appendix: A) relating to the Finance Management component. The mean, of the fifty- six teachers’ responses, was around 4.0. Therefore, it can be concluded that the teachers’ group interview data and the survey data consistently supported the Principal’s leadership claims in terms of management support.

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5.3.2 Setting Direction

Effective leaders should have a vision and be able to set directions for the school (Section 3.10.2 ). The Setting Direction component, the second component of the research framework, was identified as an important leadership characteristic of principals. In this section, the teachers’ personal experiences regarding the principal’s Setting Direction leadership are presented. Although there are four subcomponents under this component, namely: (a) building a shared vision; (b) fostering agreement; (c) stimulating and motivating staff; and (d) setting high expectations. Only the three subcomponents are presented in Table 5.2 and discussed below, as they were emphasised in the group interview data.

Building a shared vision

Having a shared vision in school plays a helpful role to smoothly implementing the centralised vision (Section 3.10.2 ). The five teachers interviewed were asked to comment on their Principal’s practices directed towards building a shared vision for the role of ICT in the school. The interview questions ought to identify the strategies that the Principal used to inform and improve the staff’s understanding of the vision.

The quotes shown in Table 5.2 corroborate that the Principal used his position to clarify the goals of the ICT vision for teachers. He allowed debates and discussions about the goals and benefits to be derived from this vision. According to the teachers’ views, the Principal repeatedly reminded the teachers, in discussions, about the benefits of ICT, which reflect the importance the Principal placed on ICT. For example, teachers A, B, E, and D reported that they were advised about the ICT goals and benefits. Teacher D provided a practical example when he stated that:

DG/A: The Principal arranged a workshop for us about the ICT and its use. The guests were a specialist in ICT and a specialist in educational technology. We were allowed to take part and discuss our fears; questions were asked and the discussion was very useful (Lines: 214- 216. DG/A).

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Hence, the Principal demonstrated his ability to raise staff awareness of the ICT vision by arranging specialists to conduct a workshop on ICT goals and its use in education.

Table 5.2 Teachers' Perception on the Setting Direction Component

Setting Building a shared vision Fostering agreement Motivating staff Direction

Teacher A/A I was told about the ICT Discussion is the basis of The Principal always benefits and goals in reaching consensus. encourages us through education. words of praise and Principal uses a democratic expresses his gratitude. style to promote a feeling of responsibility. Teacher B/A I am reminded of the The Principal discusses and The extent of ICT used in importance of ICT and its stimulates the debate on teaching effects the goals and benefits. an ongoing basis in order to reward for excellence reach a general agreement bonus. There is discussion about on the vision. the best way to fully implement ICT. Teacher C/A There is a clear No further comment. The Principal is keen to change…toward ICT. personally follow up on the achievements of I noticed that the percentage outstanding teachers who of change has increased to engage in ICT. around 60 or 70% of the total improvement. Teacher D/A The Principal arranged a I believe the Principal The Principal encourages workshop for us about follows the democratic and stimulates us to use ICT and its use. style and allows ICT by his statements and discussions on everything. by giving excellent grades. Teacher E/A My Principal advised me to Our Principal played a My Principal advised me to try to use ICT in teaching. critical role in fostering try to use PowerPoint with agreement; he allowed us a projector. I was amazed at to discuss and vote on the how the ICT helped me. strategy.

Further, Teacher D confirmed the Principal’s claims that the staff were encouraged to ask questions of the guests and discuss the issue openly. The data also corroborated the Principal’s assertion that he took his role seriously, to encourage and provide comprehensive and accurate information for the teachers, as well as inspire their creativity and curiosity to continue their research and to learn more about this strategy. As a consequence, the teachers were able to discover the benefits and potential uses of

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ICT. Therefore, the teachers confirm that the Principal fulfilled his role and position by building a shared vision through informing staff about the ICT strategy goals and benefits.

Fostering agreement

The literature has highlighted that fostering agreement is a vital practice in encouraging staff to be receptive about ICT embedding (Section 3.10.2 ). Importantly, the teacher interviews provided an overview of their perceptions of the Principal’s action in fostering agreement among the staff in their teaching practices. As seen from Table 5.2 , four teachers confirmed Principal A’s effectiveness to foster agreement among the staff through his establishment of discussions related to the ICT vision, his encouragement for staff to participate in decision making, and his appreciation of the teachers’ views. For example, Teacher A stated that:

AG/A: I agreed with my colleagues that discussion is the basis of reaching consensus in school. Actually, our Principal uses a democratic style. There is voting on the working mechanism, which promotes a feeling of responsibility for all teachers because they participate in making plans and decisions (Lines: 232-234. AG/A).

Hence, the teachers recognised the importance of the Principal’s strategy to foster agreement among the staff in terms of the ICT vision, as well as developing a consensus about the vision. The Principal’s engrained democratic style was also evident in the decision-making processes, and his encouragement to motivate and value debate around the ICT vision, which leads to capitalising on multiple perspectives. Again, this evidence suggests that the Principal was developing less traditional relations with his teachers within a culture where the Principal’s power, the bureaucratic culture and hierarchical system are maintained.

Motivating staff

To embed ICT in the teachers’ own practices is a fundamental goal for the Principal (Section 3.10.2 ). In the group interview, the teachers were asked to comment

140 upon the stimulative and motivational practices exercised by their Principal. As shown in Table 5.2 , the interviewed teachers confirmed the Principal’s assertions that he paid attention to inspiring teachers to employ ICT within their lessons. They also acknowledged he valued those who effectively embedded ICT into their teaching practice. According to Teacher C, the Principal provided continual stimulation by personally recognising the achievements of outstanding teachers who engage in ICT activities. Further, Teacher B revealed that the Principal motivated the teachers by following up their progress and reminding them that the Annual Performance Assessment was directly linked to the extent of their ICT use in teaching. The teachers thus confirmed that the Principal provided both intrinsic and extrinsic approaches to stimulating staff. For example, the reward encompassed an immediate effect (money) and a long-term effect (future career benefits). The teachers agreed that such actions were effective in motivating staff to increase their ICT uptake. Furthermore, Teacher C drew attention to the way that the Principal publicly praised a teacher who used ICT. There was unanimous agreement that the Principal showed effective leadership qualities by stimulating and motivating teachers to use ICT.

To gain an idea of the extent of the consensus across the school regarding the Principal Setting Direction practice, the survey addressed a range of teachers’ perceptions, based around twelve questions (Appendix: A). The mean was approximately 4.0 out of a 5.0. Therefore, it can be concluded that the teachers’ group interview data and the survey data affirmed the Principal’s claims and provided positive support for the Principal’s leadership practices in terms of the second component of the framework of this study.

5.3.3 Developing Staff

The Principal’s capacity to support and develop staff was the third important leadership characteristic informing the theoretical framework of the current study. Since embedding ICT requires a great deal of attention to professional development, this component and its subcomponents are a vital aspect of a school Principal’s leadership practices (Section 3.10.3 ). Table 5.3 highlights the teachers’ perceptions of two of the

141 four subcomponents (individual consideration; providing individual development opportunities; supervising Professional Development (PD) activities, and; providing an appropriate model), because of their importance to the teachers' Perception on the Developing Staff Component.

Table 5.3 Teachers' Perception on the Developing Staff Component

Developing Staff Individual consideration Individual PD opportunities

Teacher A/A Our Principal acknowledged individual I was offered a workshop in our school differences and worked to compensate on how to use PowerPoint for teaching. for some of the differences possessed by The Principal helped me to use the some teachers through encouragement Internet search engines. and support. Teacher B/A The Principal takes into account I was offered a number of workshops individual differences; he is aware of related to ICT in our school. the capabilities of all teachers. The Principal personally helped me to overcome many issues related to ICT. Teacher C/A The Principal recognizes all individual The Principal motivates us to develop differences. ourselves by providing support and monitoring ICT-related PD activities. The Principal always encourages the exchange of experiences among I attended many ICT workshops in our teachers. school that were designed for our needs. Teacher D/A The Principal takes into account the Individual PD support was given by individual differences in experience, and offering help and encouraging the knowledge, and he models the way for Computer Science Department and each teacher who has a weakness in the Educational Technology Specialist some aspect. to support all teachers with ICT. The Principal distributed many brochures and scientific publications related to ICT to all teachers. Teacher E/A Our Principal sometimes appreciates When I was advised to attend an ICT individual differences. course, I faced a problem. However, our Principal intervened, solved this issue by ensuring the priority of the ICT course, which is what I needed.

Individual consideration

Identifying individual differences among teachers and providing assistance for each teacher, according to his or her capabilities, was seen as an effective leadership practice of the school principal (Section 3.10.3). Therefore, the principal is expected to

142 consider each the teacher’s cases individually to provide useful and real support that helps teachers to strengthen their weaknesses. School A’s interviewed teachers were invited to comment on their school Principal’s acknowledgement of individual differences and individual considerations, especially those differences that related to ICT capacity.

The five teachers acknowledged that the Principal appreciated and recognised individual differences resulting from the varying capabilities of individual teachers. Teacher A, for example, asserted that the Principal was aware of the capabilities of all teachers. According to teachers A, C, and D, he attempted to provide individual support for teachers who showed a low level of ICT performance. They also recognised his effort to compensate teachers by encouraging and supporting them. In the same context, Teacher A supported the Principal’s assertion that he encouraged staff to exchange experiences, and suggested techniques to improve their ICT knowledge. From Table 5.3 , Teacher D can also be seen as supporting the Principal’s modelling of ICT use, and explaining, discussing, and suggesting solutions for those having any difficulties. These actions reflect the Principal’s commitment to overcome the challenges associated with ICT embedding, even at an individual level.

Providing individual PD opportunities

Supporting teachers who show a low level of knowledge and skills is a core subcomponent, and one that the school principal uses to enrich school ICT performance (Section 3.10.3). He thus provides individual PD opportunities that are closely aligned to the previous individual consideration subcomponent.

As shown in Table 5.3 , the teachers acknowledged their Principal’s ability to provide PD opportunities for the staff, as well as his efforts to provide individual support. For example, Teacher E reported that the Principal helped him to overcome a problem during the PD program, namely, being invited to attend two courses at the same time. The Principal’s intervention helped him to prioritise the ICT related courses. In the same context, Teacher D was also given support, as indicated below:

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DG/A: Providing individual PD support was done by offering help, encouraging the Computer Science Department and the educational technology specialist to support all teachers with ICT matters... the Principal distributed many brochures and scientific publications related to ICT to all teachers...the Principal encourages teachers to conduct ICT-related workshops to facilitate exchanging knowledge and experiences among teachers...the Principal generally supports all PD activities especially those related to ICT (Q/DG/A).

These practical examples illustrate the Principal’s efforts to support his teachers individually, through individual PD opportunities. By encouraging the Computer Science Department staff and the Educational Technology Specialist, the Principal showed his strategy to support all teachers with ICT related matters. Further, he exhibited his leadership skills and interest in ICT through the distribution of ICT brochures and scientific publications.

Therefore, as presented in Table 5.3 , the Principal’s strategies in providing growth opportunities for staff included: (a) encouraging Computer Science Department staff and the Educational Technology Specialist to support school activities; (b) increasing staff knowledge by distributing relevant ICT sources; and (c) stimulating staff to conduct ICT-related workshops to assist in exchanging knowledge and experiences among the teachers. Indeed, teachers A, B, and C reported being offered ICT workshops in the school to improve their ICT skills. Therefore, the Principal’s assertions that he provided PD opportunities for staff were corroborated.

Additionally, across the school, there was consensus that the Principal practised the Developing Staff component. The data from seven of the survey questions (Appendix: A) related to the Developing Staff component. The mean of the fifty-six teachers’ responses was 3.7 on a 5.0 point scale. Based on the group interview and survey data, the teachers supported the Principal’s claims that he implemented strategies that identified and addressed professional development needs consistent with prioritising Developing Staff as a leadership role.

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5.3.4 Building Collaboration

The fourth component of the framework related to the principal’s capacity to build collaboration in the school. In seeking evidence related to this component, the focus was on how the principal went about building collaboration or redesigning the school’s environment to improve its capacity to develop and embed ICT (Section 3.10.4). Here two subcomponents are important and were identified as encompassing more of the teachers’ concerns: (a) building a collaborative culture; and (b) building teams. Table 5.4 provides a succinct view of the teachers’ perceptions about their school principal. During the group interview, Teacher D withdrew from the focus group interview before finishing it because of his teaching commitment, therefore, there was no data provided by him.

Table 5.4 Teachers' Perception on the Building Collaboration Component

Building Building a collaborative culture Building Teams Collaboration Teacher A/A All colleagues work in the spirit of I am a member of three committees in one family and help each other. the school. The Principal encouraged and urged The Principal works …to provide us to collaborate. support for teams and committees to accomplish their missions. Teacher B/A No further comment. Many teams were formed to help in carrying out tasks in the school. Teacher C/A There is interest in the development I worked with my colleagues as a of a collaborative culture among team on many events. teachers and the Principal personally The Principal always encourages encouraged us to work as one team. collective work in the school. Teacher E/A All ICT-related activities were Yes, we have a number of teams and coordinated by the Educational committees in our school. Technology Specialist. There is a caring and collaborative culture in our school. We all work in a family atmosphere; all staff are helpful and collaborate.

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Building a collaborative culture

in a school has many potential"ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ" Establishing a collaborative culture benefits (Section 3.10.4). For example, a school culture can encourage teachers to collaborate with each other to overcome challenges that may result from ICT embedding processes, such as the lack of individual skills, or equipment. A collaborative culture also improves the school’s atmosphere and staff relationships. Therefore, building a collaborative culture is a significant aspect of leadership during a time of change.

School A’s teachers were encouraged to express their perceptions about their Principal’s ability to build a collaborative culture. Teachers A, C, and E reported positively on this matter. Teacher B also agreed with his colleague Teacher A, who stated that:

AG/A: there is interest in this culture and I am a member of three committees in the school....all colleagues work in the spirit of one family and help each other. The Principal is interested in the development of this culture through forming committees and teams in the school...the Principal encourages and urges us to collaborate (Q/AG/A).

Thus, the Principal’s efforts in promoting a collaborative culture are confirmed. Teacher A asserted that there was an interest in the development of a collaborative culture, and that all his colleagues worked as one family and helped each other. Additionally, the Principal was recognised for showing his interest in such a culture through the formation of committees and teams to promote mutual understanding and personal relationships. As Teacher A noted, the Principal encouraged and urged the staff to collaborate. In support of this statement, Teacher E provided practical examples that related to ICT embedding in the school. Thus, all ICT-related activities were coordinated by the Educational Technology Specialist; a result of the Principal’s leadership was his concern to promote mutual understanding and personal relationships. Therefore, it can be concluded that Principal A appeared to be concerned to build a collaborative culture in the school.

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Building teams

Team building is an important practice, especially at a time of change around the embedding of ICT into school activities (Section 3.10.4). These teams assisted the principal in achieving this outcome. Table 5.4 reveals that four teachers agreed that the Principal had formed a number of teams and committees. Additionally, Teacher C reported that the Principal valued and appreciated the collective work undertaken in the school. Teacher C recognised that through the Principal’s public appreciation and gratitude for teachers who collaborate, the collaboration was improved. Such a claim reflects Principal A’s interest in getting all staff to assist in the ICT embedding process; again confirming the Principal’s claims that he sought to develop the capabilities of the staff through delegating some of his responsibilities, and allowing staff to participate in the decision-making. Such practices are not usual in a culture that is characterised by maintaining boundaries in the hierarchical system. Therefore, the Principal’s practice of building teams was positively rated by the staff.

The teacher survey obtained large-scaled data on the teachers’ perceptions on this component and its selected subcomponents. The answers to the five questions in the survey (Appendix: A), that related to the BC component, revealed that the mean of the fifty-six teachers’ responses was around 3.9 on a 5.0 point scale. Hence, Principal A’s claims on practising the fourth component of the framework of this study were supported by the teachers’ responses.

5.3.5 Principal Agency

The final component of the theoretical framework was Principal Agency (Section 3.10.5). Effective principals exhibit this quality of leadership by: (a) demonstrating ICT competences on their own practices, in this case with ICT: (b) acting to integrate ICT to pedagogy; and (c) establishing conditions that sustain the use of ICT. Thus, the data presented in Table 5.5 show the teachers’ perceptions of the strategies adopted by the principal to: (1) provide guidance to link ICT into pedagogy; and (2) to sustain ICT changes.

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Providing guidance to link ICT into pedagogy

In a school, teaching practices that effectively use ICT are fundamental to the ICT embedding processes. The responses from four teachers (A, B, C and E) to the Principal’s ability to provide guidance on how to link ICT to pedagogy are presented in Table 5.5 . Each teacher reported that the Principal encouraged them to employ ICT in their teaching practice. However, they also acknowledged the Principal’s lack of authority to lead great transformative actions. They also expressed their passion for more ICT embedding. For example, Teacher A stated that:

AG/A: there is general guidance and there is support for the link, but we need more support from senior leadership in the Ministry of Education. For example, the school management cannot do everything without support. As for the stimulation, the Principal encouraged and valued every teacher who successfully linked ICT and teaching (Lines: 255-257 AG/A).

As shown in Table 5.5, Teachers A and E drew attention to the additional support needed from the senior leadership in the Ministry of Education. Teacher A also indicated that the school management could not do everything without such support; this reflected his observation of the lack of autonomy of the principal to freely lead the school. Both Teachers A and B also recognised the Principal’s efforts in stimulating, motivating and encouraging staff to link ICT into teaching practices. Further, Teacher E reported that the Principal directly advised him to employ ICT into his class lessons. The researcher had collected lessons plans and PowerPoint files that were designed for teaching practices which showed teaching staff efforts in incorporating ICT in their teaching practices. Hence, there is confirmation of the Principal’s claims that he supports and encourages ICT uptake in teaching practices.

Sustaining ICT changes

The need for further improvement and ongoing transformation during the ICT embedding process is a necessary leadership activity (Section 3.10.5 ). All four interviewed teachers agreed that Principal A made efforts to sustain ICT change, as

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presented in Table 5.5 . However, they also noted that the Principal needed extra support from the Ministry of Education. They also asserted that a lack of support constrained the efforts of the Principal to sustain ICT changes in the school. The teachers substantiated the Principal’s claims that the rules imposed by the Ministry of Education restricted the ICT embedding process (Section 5.2.1 & 5.2.3 ). For example, the teachers were not allowed to request any software or materials from the students.

Table 5.5 Teachers’ Preception on the Principal Agency Component

Principal Providing guidance to link ICT Sustaining ICT change Agency use into pedagogy

Teacher A/A There is general guidance and there is There were efforts to sustain ICT support for the link, but we need more changes, but the efforts were limited support. because of the limited support available. The Principal encouraged and valued every teacher who successfully linked ICT and teaching. Teacher B/A The Principal played a role and There were efforts and the desire to generally motivated and provided sustain ICT, but the Principal had support. limited options to do so. Teacher C/A Induction and stimulation were done by No further comment. more than one way, but we look forward to more connecting and more development. The Principal always reminds us of the importance of ICT use in teaching. Teacher E/A The Principal always encourages me to Principal works to sustain ICT changes use ICT in my class. and keep pace with the development, but his efforts have been blocked by the lack support from the Ministry.

Despite the Principal’s attempts to sustain ICT changes, these efforts failed to satisfy the teachers’ ambitions and aspirations. Nevertheless, the teachers did corroborate the Principal’s statement that his strategies to sustain ICT changes encompassed the adding of new ICT applications, and spotlighting creative teaching practices with ICT. The survey data provides a large-scale understanding of the teachers’ perceptions on this component and its selected subcomponents. Three research questions related to the Principal Agency component (Appendix: A). The mean of the fifty-six

149 teachers’ responses was around 3.9 on a 5.0 point scale, which confirms the Principal’s assertions about practising the final component of the framework of this study.

5.3.6 Summary

This section addressed the second research question, with the data being obtained from in-depth semi-structured group interviews with five teachers about specific practices of their school principal. The survey data and analysis were divided into each component. The teachers’ views, presented in a series of tables, in general, supported their Principal’s leadership practices in relation to the five components of the framework of this study. The overall mean of the fifty-six teachers’ responses was 3.9 on a 5.0 point scale (Appendix: A). The following sections present the findings related to the third and fourth research questions, respectively.

5.4 The Extent of ICT Adoption in School A

This section addresses the third question of this study, which sought: (a) to provide evidence of ICT adoption in the participating schools (it also served a triangulation purpose); (b) to provide descriptive information on the participating schools’ ICT engagement, and how ICT was employed, indicatively, in the Kuwaiti context; and (c) to document how ICT was viewed in the schools. As the current situation is described in this section, the data reported here also provided an ICT-educational benchmark as a model for Kuwait. Such descriptions assist to identify opportunities for more ICT improvement.

The school principals’ leadership practice of embedding of ICT in Kuwait schools has not been previously investigated. The Ministry of Education identified two schools (School A and School B) as leading the ICT embedding process and, thus, suitable for the current study. This Chapter has addressed the extent of ICT adoption in school A. To address the third question research, the analysis addressed the perspectives of three participants/ groups of participants, namely, the school Principal, all teachers, and five students.

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Overall, the extent of ICT adoption in school A is apparently at an advanced level compared to other schools in Kuwait. For example, the computer-student ratio in secondary schools in Kuwait was 1:7 between 2009 and 2010; whereas, in school A the computer-student ratio was around 1:3 (Ministry of Education, 2009/2010). Further, school A had four computer labs. In contrast, as indicated by The Ministry of Education (2009/2010), the average computer lab number in secondary schools was around 2 labs in each school, which is less than school A. Both the Principal and the interviewed teachers agreed that ICT embedding was an important development within their school. Indeed, according to the Principal, a number of ICT applications are used on a daily basis, in a variety of ways. For example:

P/A: We have some teachers who were able to develop interactive CDs as questions and answers (Lines: 73-74.P/A...All our records are digitally stored (Lines: 95-96.P/A)...Computer science department developed database CDs for each subjects in cooperation with all departments (Lines: 236-237. P/A)... we have a site dedicated to school and this site is intended for exchanging educational materials and explanations that benefit the students (P/A-Q).

These comments by the Principal indicate the extent of the ICT implementation efforts undertaken in the school. Indeed, earlier evidence from the teachers’ interviews confirms that the ICT applications reflect the Principal’s commitment to advancing ICT uptake, such as the use of interactive CDs. Additionally; the Principal’s strategies included the important decision to delegate, to the Computer Science Department, an ICT support role in ICT matters, in addition to their teaching responsibilities. ICT activities have also been implemented through the school’s website, devoted to the sharing of knowledge in the school community, as well as the school activities database, and the teaching practice enhanced through ICT. Consequently, in the first semester, 2010, each teacher in the English Language Department taught an average of eight lessons using ICT tools, such as projectors, white boards and PowerPoint. According to the Principal, this number represents an increase compared to the previous year (2009). Such implementation efforts provide a further indication of the actual use and development of ICT in school A. Without the Principal’s leadership and problem solving skills in convincing the Computer Science Department to take an ICT supporting role,

151 the lack of support and limited financial resources would have reduced the success of the ICT embedding process.

From the teachers’ perspectives, the ICT implementation was enhanced and modeled through communication with the parents using SMS texting and developing the knowledge sharing database. Overall, according to Teacher C, he observed that teaching and learning had improved with the use of ICT, a change ranging from 60 to 70%. He also elaborated further:

CG/A: I observed that quality changes are very strong in teachers and learners’ attitudes toward ICT. I noticed that the percentage of change is advanced, around 60 or 70% of the total improvement, and this is due to the introduction of the ICT strategy taken by the Ministry...In the past, teachers did not have the control to learn about ICT and its use. But today, the situation has been rapidly changed; there is not a day goes by without seeing ICT activities (Lines: 190-194. CG/A).

As acknowledged by Teacher C, ICT was being used by teachers on a daily basis. Indeed, the teachers’ ICT skills and self-assessment of their skills, which covered the seven units of the ICDL certificate (Section 1.5 ), had a mean of 3.90 on a 5.0 point scale (Appendix: A). This result showed that the teachers’ ICT skills were at an advanced level. In line with the teachers’ perceptions, the students expressed an overall satisfaction with the use of ICT in their school. However, they also hoped to see more ICT use in teaching. Table 5.6 presents five students’ perspectives (representative of the school’s total school population) in relation to: their daily Internet use at school and home; their use of computers for homework; their view of the ICT adoption in the school; the number of ICT embedded lessons they attended; and their level of ICT skills:

Figure 5.5 shows two images of teachers using ICT devices for teaching purposes, providing evidence of the actual practices of teaching with ICT in school A. Further, the interviewed students were asked to estimate the time their teachers incorporated ICT devices in their teaching practices. According to the students, a

152 number of teachers were frequent ICT uses (e.g. 6 lessons per week), whereas other teachers employed ICT devices occasionally (3 lessons) for basic applications.

Figure 5.5 Combined Two Images of Two Teachers using ICT devices in teaching

When the interviewed students were asked to estimate their access to the Internet per day, either in school or outside school, the interviewed students acknowledged their access to, and use of, the Internet for private and homework purposes, with each student using at least 7 ICT applications on a regular basis. The interviewed students were asked to rate their abilities to use ICT on a scale of 1 to 10. They were told that ‘1’ means they have a low level of ICT performance and ‘10’ means they have a high level of ICT performance. As shown in Table 5.6, the interviewed students positively commented on their ICT knowledge.

As shown in Table 5.6, the interviewed students were also encouraged to comment on the ICT adoption status in their school; they described the status as being basic. Although, the interviewed students acknowledged the teachers’ efforts to incorporate ICT for teaching purposes, their expressions reflected their aspiration and desires for

153 more opportunities to engage with ICT. Generally, the students were positive about the ICT embedding efforts undertaken in their school. Indeed, their comments confirm statements made by both the Principal and the teachers in relation to the ICT status in the school. The data collected at School A shows that the extent of ICT use is at an advanced level, especially in comparison to other Kuwaiti schools. This outcome vindicates the nomination and choice of school A as one of Kuwait’s leading schools in the implementation of the ICT embedding process. Indeed, the Principal was an enthusiastic supporter of the advanced level of ICT implementation in his school.

Table 5.6 Students' Perspectives Students A B C D E Average 30 mins-1 1-2 hours 4-5 hours 4-7 hours 2-3 hours Internet use/ hour per day

Completed Yes Yes Yes Yes Yes homework Email, Word, Searching, Word, PowerPoint, Word, using Word, PowerPoint, PowerPoint , PowerPoint, computer/ Excel, PowerPoint, Internet, Excel, Internet, Word, Excel, software Internet, Messenger, Internet, Image Email, Audio, Dictionary, Photoshop, manager, Facebook, Images, Audio Messenger, Internet, Skype, Excel Photoshop Shopping YouTube, online, Games Google Earth ICT adoption Sufficient Limited Good Basic Partial status in the school Teaching Yes Yes Yes Yes Yes with ICT 3 lessons 3-6 lessons 3-4 lessons 4-6 lessons 3-6 lessons devices per week, on average ICT abilities/ 5 7 7 5-6 5 level 1(Low) to 10 (High)

Further, in exploring Principal A and interviewed teachers’ views of ICT and its impact on the teaching and learning practices, both Principal A and his teaching staff described ICT as a useful tool that changes pedagogical practices. The teachers also

154 suggested that teaching with ICT facilitates the learning environment, and transforms the pedagogical approaches. Principal A and his teachers also acknowledged an improvement of students’ engagement while employing ICT. For example, Teacher B acknowledged the benefits of using ICT in teaching, noting:

BG/A: From my personal experience, ICT has allowed us many benefits and has become an effective tool in the development of teaching methods. Now, it became possible to give examples of some scientific phenomena through the use of video and images available on the Internet which engage students more effectively. A very important note I wish to mention here is that the students significantly engage in lessons that use ICT compared to traditional methods of teaching. As well as, it is possible now for the students to search the Internet to get information and explanations of some topics which help to improve students’ understanding of these topics (Q/BG/A).

From teacher B’s view, the benefits of ICT implementation to transform pedagogical approaches were extracted. Hence, the ICT devices and the use of the Internet have changed the way the teaching staff engaged in teaching. For example, the students were observed to engage more effectively in lessons that used ICT compared to traditional methods of teaching. Such an engagement improved the students’ understanding and absorption of the scientific content.

In summary, this section addressed the third question of the study: To what extent has ICT been adopted in school A and how ICT perceived in the school? The school Principal, all teachers, and five students provided insightful corroborative information about the extent of ICT adoption in their school. All agreed that the ICT devices were used by many teachers in their teaching practices, and on a daily basis by both students and teachers. As a follow-up to this process, the next section discusses the perceived impact of Principal A’s leadership practices on ICT embedding processes.

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5.5 The Impact of the School Principal’s Leadership Practices on ICT Embedding

This section addresses the fourth question of the study: What are the impacts of leadership practices of school principals on ICT embedding in schools perceived by staff? To gain an understanding of the impact that a school principal’s leadership practices has within the school A context, qualitative data were collected from five teachers, as outlined below. All five teachers (A, B, C, D and E) agreed that the leadership practices of the school Principal influenced the ICT embedding process. Table 5.7 captures the views of the teachers.

Hence, all interviewed teachers recognised the importance of the Principal’s leadership practices for embedding ICT in their school. For example, the effectiveness of the stimulation and encouragement helped change teaching practices to be more ICT related. Teachers A, B and E provided evidence of the Principal’s leadership practices and the impact on the teachers’ behaviours and practices. Similarly, Teacher C identified the leadership practice of his Principal as the main motivational force for embedding ICT in the school. In the same context, Teacher D admitted that the school, without the Principal’s support and attention, would not reach the current stage of ICT activities; therefore, most of the teachers employed ICT in their teaching.

The teachers were questioned about the most important practices of leadership that should be exercised by the principal to facilitate ICT embedding in the school. All five teachers agreed on the importance of giving the principal autonomy and authority to manage the school’s budget, as well as the autonomy to provide support from local institutions and businesses. In addition, the teachers also emphasised the importance of the Ministry of Education’s support. They also thought that the ICT embedding process would benefit by the principal being more independent in relation to PD matters. Specifically, Teacher A believed that the principal should have greater power to assess the teachers’ work and reward excellent work, thus helping to motivate and encourage teachers in school.

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Table 5.7 Teachers' Preception of School Principal's Ledership Practices Impact on ICT Embedding

Teachers Teachers’ perceptions of the leadership practices of their school principal on ICT embedding processes Teacher A/A Yes, the practices of the school Principal have impacts on the ICT embedding processes; the influential practices are stimulation and encouragement for teachers to initiate…ICT…simulative, interacting, encouraging and supportive actions were effective to the extent that some colleagues had changed their teaching approach from a routine approach to an ICT-based approach. The Principal’s intervention had resulted in changing their practices (Q/AG/A). The Principal’s leadership practices have a direct effect on the embedding of ICT in Teacher B teaching. I personally changed my teaching style...I employed ICT in teaching and found it very useful and very convenient. I was encouraged and directed by our Principal (Q/BG/A). There was an influential role regarding the leadership practices of the Principal on all ICT Teacher C activities we see today in the school. The Principal proceeded to urge and encourage us to use ICT in the school through multiple levels, including the School Board, the heads of departments, and teachers. His practices were the main motivational force for embedding ICT teaching. At the beginning of the academic year, the Principal explained to all teachers that using ICT is the standard of excellent work...this directly affected many teachers’ behaviour. The Principal’s personal attention and the continuing support, and attempts to improve the level of ICT use in the school were the most significant leadership practices of the Principal (Q/CG/A). Teacher D Yes. There were impacts of leadership practices by our Principal on the use of ICT in the school. This influence was through the practice of stimulation, guidance and encouragement by the Principal. The Principal made the Internet available in school. The Principal also provided us with equipments and support...the school without these practices and attention by the Principal would not be in this stage with ICT (Q/DG/A). Teacher E Yes, the Principal’s leadership had an impact on the ICT embedding processes and teacher teaching practices. Personally, I have developed these and started to use ICT in teaching. This was because of the Principal’s urgency and encouragement (Q/EG/A).

From personal experience as a Head of Department in a Kuwaiti Secondary school, the researcher has identified a number of issues that need to be highlighted in relation to ICT use in Kuwaiti schools. Firstly, in 2006, because of concerns about the misuse of the Internet and the potential to waste time surfing the Net, Kuwaiti teachers were not allowed to use the Internet in school. However, as asserted by Teacher A, the use of the Internet and computers reflected a change in educators’ attitudes about ICT within school A. Hence, the Ministry of Education encouraged the effective engagement of teachers and students with ICT, which served the obvious wish of the Ministry to embed ICT practices in Kuwaiti schools.

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However, while acknowledging Principal A’s lack of autonomy and authority within the educational hierarchy, the teachers provided evidence of the Principal’s strategies to improve ICT uptake in his school. These strategies helped to embed ICT skills through the Principal’s leadership, namely, his guidance, interaction, stimulation, encouragement, and support for improving ICT uptake purposes. Further, these strategies, confirmed by the teachers, also highlight the Principal’s commitment to effectively lead and manage ICT in the school. Therefore, Principal A can be said to demonstrate effective leadership practices which have a positive impact on the ICT embedding processes.

5.6 Summary of Chapter

In this Chapter, the analysed data from the Principal, teachers and students at school A were presented. The data were collected from multiple sources: semi-a structured interview with the school Principal; a focus group interview with five teachers, and five students; a range of documents; field notes; and the survey of 56 teachers. The data for each research question was addressed in separate sections within the Chapter.

Overall, Principal A argued that his leadership practices incorporated the five components of the framework of this study, and were aligned with the effective leadership practices constructed in this study. He also identified a number of constraints that posed challenges to embedding ICT within the school system. Many of these constraints, resulting from the Ministry of Education’s regulations, restricted the authority and autonomy of the school principal in leading the school. The general evidence from the documents and field notes supported these assertions. The teachers’ and students’ responses were triangulated to verify the Principal’s claims. The teachers recognised their Principal’s leadership practices and contentions. They also acknowledged his efforts to embed ICT into the school. Similar support was forthcoming from the students, who articulated an overall satisfaction level with the ICT usage in their school.

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The teachers’ and students’ reports corroborated Principal A’s effectiveness in embedding ICT into the School. Finally, as school A was advanced in its uptake of ICT (Section 7.3.1 ), it can be assumed that Principal A was effective in his leadership practices and his desire to advance the level of ICT for the teachers and students at his school. The key finding is that the Principal implemented comprehensive leadership strategies; these strategies acknowledged his context, and were aligned with the proposed theoretical framework of the study.

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Chapter 6 Case B

Chapter 5 presented the case of Principal A. This chapter presents details of Principal B. The coding system of participants (Section 4.3.2 ) is applied throughout the Chapter. The Arabic version of the Principal’s voice and documents cited in this section can be found in Appendix K, for easy reviewing.

The Principal of school B exhibits a range of effective leadership practices. The Chapter first provides a profile of the school and then addresses examples of how the Principal perceives her leadership practices through portrayals of specific strategies. The efficacy of these strategies, aligned with the proposed theoretical framework, is explored through the analysis of the teacher and student interviews and complementary text material. The Chapter concludes with a discussion of the specific achievements in embedding ICT that can be attributed to the principal’s leadership. Importantly, school B was recognised by the Ministry of Education in Kuwait as having successfully embedded ICT into the school’s curriculum.

6.1 Contextualised Information about the Site–Case: B

Case B involves a relatively old Kuwaiti school, located in a middle class community, in the Hawalli district. The school has 531 students (female), 87 teachers (female), and covers grades 10 to 12. The facilities are modern, and large playground spaces allow the students to engage in a range of physical activities, such as basketball and volley ball. The administrative facilities are well equipped. The school has four computer labs, with 25 to 30 computers in each lab. Each department is allocated one computer, but some have acquired extra computers with Internet connections. Unlike other schools in Kuwait, an open Media Centre has been established with 15 computers, three printers, DVD player, and a large LCD television. The students are allowed to spend their free time there. Two theatres, designed for projecting multimedia presentations, are available. The school’s library has a plain white board, for use as a

161 screen, and a projector, as well as four computers with Internet connection assigned for student research activities. Figure 6.1 presents two photographs depicting ICT facilities in the library. The left hand picture shows a bank of older style CRT monitor equipped machines for student use in accessing the library catalogue. The picture on the right illustrates a flat screen monitor computer for use by the librarian.

Figure 6.1 School B: ICT facilities in Library

School B’s Principal has been at the school since 2008. Her subject discipline is mathematics; she has also worked as a Principal for six years, including four years in School B. Prior to that, she worked as a Vice Principal for five years. Typical of schools in Kuwait, the school has teaching staff drawn from different parts of the Arab world, with the staff ranging in age from their early twenties to their late forties. Thus, although sharing a common language, there is a diversity of culture and experiences that contribute to, and enrich, the teaching community (Section 2.2 ).

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6.2 School B Principal Interview Data

This section addresses the first question of the study: How do school principals perceive their leadership practices for embedding ICT in relation to school management, learning and teaching practices? An hour, in-depth, semi-structured interview with the Principal of School B was conducted in her office, May 2010. Prior to the interview, the researcher had surveyed and completed initial analysis of the surveys. This information informed the focus of the Principal’s interview questions. Following an analysis of the data, the researcher had conducted a follow-up open-ended questionnaire to fill some gaps in the data related to some of the Principal’s practices. The questionnaire was sent out five months after the initial interview. In this section five components of the Initial Framework were identified in section 3.10 , namely: (a) Finance Management; (b) Setting the Directions; (c) Developing Staff; (d) Building Collaboration; and (e) Principal Agency are used to structure the presentation below. The school documents are also analysed to support the interpretations and provide corroborating evidence.

6.2.1 Finance Management

In this section, evidence is presented which illustrates the Principal’s perceptions of what she does to effectively manage financial matters, the first component identified in the theoretical framework (Section 3.10.1 ). In particular, her response related to the following two subcomponents: (a) managing the school budget; and (b) managing the maintenance of buildings and ICT infrastructure.

Managing the school’s budget

Principal B referred to her particular interest in ICT, asserting that she supported the provision of ICT infrastructure, as well as instigating a budget strategy consistent with ICT pedagogical needs. For example, she stated that:

B/P: I am able to make link between the budget and the school needs. I managed to increase the school budget by seeking support from the

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local organisations; we got more than 10 computers and three laptops from them…but I wish to have more support to achieve my desires (Lines: 105-109.P/B).

Principal B circumvented the Ministry’s policy to promote ICT by organising support from local organisations. Through the quotations cited from Principal B, it is apparent that the Principal was successful in building a good reputation for the school; consequently, local business organisations were happy to provide financial support. The Principal’s role in advertising her school and finding a smart way to seek support is apparent. The aspirations of the Principal to manage further support for the development of the school were noted. A number of documents verify such claims, for example, the budget report and document 5/1/B, which substantiated that the Principal was keen to provide the required supplies for the teachers. For example, document 25/1/B was correspondence between the school’s departments to report and identify their financial needs, and to provide details of their budgets. According to the school’s budget report for 2009, 22% of the budget was allocated for professional development activities, while 14 % was assigned for the needs of teachers in terms of educational materials and educational programs. Such funds throw light on her interest to support teachers by providing for their needs. Figure 6.1 and Figure 6.2 demonstrate that ICT was prioritised in the school, with Figure 6.1 showing the Library with modernised ICT facilities. In the Library, the students were provided with computers and Internet connections to facilitate their research activities. Such facilities highlight that attention was being given to the ICT aspects of the school. These two subcomponents of managing the school’s budget and providing infrastructure (including ICT infrastructure) are intertwined. Indeed, Principal B believed that if she was not effectively managing the school’s budget, she could not provide the necessary ICT infrastructure. The following section elaborates on this claim.

Managing building maintenance and ICT infrastructure

Further, Principal B discussed her role involving managing building maintenance and ICT infrastructure. For instance, she claimed that if she identified any maintenance problems in relation to the buildings or to the technology, she reported these difficulties

164 to the Ministry of Education, who would then intervene to find the most appropriate solution. The following quote reflects Principal B’s determination in this matter:

P/B: As for simple crashes, they are repaired directly...but big crashes require help from [the] district...I have not got enough funds to manage big maintenance actions...[which] are undertaken by the maintenance department of the district (Lines: 210-215. P/B)... We have more than 10 computers and three laptops (Lines: 105-109. P/B)...I always follow the maintenance procedures (Lines: 217-241.P/B).

As can be seen from the above quote, Principal B is conscientious and personally involved in managing the maintenance of buildings and the ICT infrastructure. Further, her realisation of the importance of following the Ministry’s rules, and her willingness to circumvent these rules and seek support from local organisations, provides evidence of her willingness to prioritise the adoption of ICT. Documentary evidence of such practice is provided by 54/1/B, being correspondence between the Principal and the district for maintenance works related to ICT (Appendix: J). The document affirms that the Principal undertook her role in a meaningful way, reporting and seeking help to maintain the school’s buildings and infrastructure, including ICT.

The above overview provides interview and documentary evidence that Principal B was firmly committed to supporting the use of ICT through budgetary and facility support. Hence, her intentions are representative of Finance Management and, therefore, the Principal’s claims are aligned with the theoretical framework’s first component.

6.2.2 Setting Direction

In general, school principals carry out various leadership roles with the aim of improving their school’s performance. These roles require a consistent approach, with the implementation of strategies and effective practices. Therefore, Setting Direction (Section 3.10.2) was identified as the second component of effective leadership. In this section, evidence is presented that illustrates the Principal’s perception and focus on the implementation of strategies, in particular, her responses to questions about: (a) building a shared vision; (b) fostering agreement; (c) motivating staff; and (d) setting high expectations.

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Figure 6.2 ICT infrastructure for students in the Computer Laboratory

When Principal B was interviewed about her strategies for building a shared ICT vision, she demonstrated an understanding of the ICT vision articulated by the Ministry of Education. Her statement highlighted her approach to this issue:

P/B: the Ministry of Education (MoE) has plans and projects for the future. These plans and projects are linked to the Government’s program and development plans (Lines: 203- 204.P/B). There is no way to keep pace with global development without up-to-date curriculum development and training for our students, and so provide the main base for all development, which is a qualified labour force (Lines: 284- 290.P/B)...The Vision is centralised and formed by the MoE. In school, I need to plan every vision to be implemented...I need to convince teachers to embrace the vision through discussions, showing the benefits, and to make sure needs are met (P/B-Q).

Building a shared vision

From the above quote, it is apparent that Principal B understands her role in building a shared vision of ICT, but emphasises that because visions are constructed centrally her responsibility lies in convincing staff to implement the vision. She acknowledged the importance of meeting the aspirations and demands of parents,

166 teachers, and students. Elaborating more, Principal B emphasised the importance of ICT as a significant basis for economic development. She explained further, by referring to the need to plan every vision and to make teachers understand the importance of this vision. Additionally, Principal B highlighted the essential requirement to discuss the vision with the staff, to give relevant examples of the benefits of the new vision, and to allow the staff to try out, explore and experiment, to see the ICT benefits by themselves. Such an approach plays a key role in persuading teachers to adopt the new vision and in adding value to the ICT vision through arguing the significance of such a vision for the good of both students and teachers. However, Principal B showed her preference to lead the school through the School Board. For example, she emphasised to the Heads of Department, as School Board members, their role to articulate the Ministry of Education’s (MOE) ICT vision into the School vision.

In the same context, Principal B communicated the MOE vision with the staff by showing the benefits of the ICT vision and implicitly explained the goals of the vision. Further, in another response, Principal B acknowledged that the implementation of ICT activities in teaching was important in encouraging students in their desire to learn. She also highlighted the negative impacts of a teacher’s lack of ICT skills on the student- teacher relationship. Her focus on the importance of knowledge development for the teachers provides motivation to increase their willingness to be ICT competent out of a sense of responsibility to their students. This insight is corroborated by a number of documents, for example, document 30/1/B, namely, the minutes of a meeting where the Principal talked directly to the teachers, explaining that the mechanism of the departmental meetings must be changed to be more effective. Additionally, matters related to creative approaches with technology required that workshops be a part of each meeting, and so enhanced the teachers’ understanding of creativity. Another example, document 35/1/B (the minutes of a meeting with the teachers), highlights the Principal’s direct action and talk regarding the approach to employ ICT in teaching. At the same time, she also reminded all teachers of the importance of developing their own skills of using ICT. These informing practices show that Principal B believed in, and acted upon, building and expanding the shared ICT vision.

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Fostering agreement

Establishing communication related to ICT is linked to fostering agreements about ICT among the followers (in this case, the staff). Principal B was asked how she established such an agreement among her teachers. Her response is presented below:

P/B: I have made great efforts to persuade teachers...to promote an agreement about anything among staff, I need to inform them, explain the new action and the benefits of the new practices, and I need to provide actual examples of the benefits, so I can bring all staff on board. I need to listen to them, support them, and overcome any issue... now we have around 60-70 % of my staff using ICT devices in teaching (Lines: 85-95, 322-333. P/B).

Thus, Principal B’s discussions about the ICT vision and benefits allowed all teachers to contribute to the discussions by expressing their views; she listened to and supported the teachers. She also gave practical examples, as described in the following statement:

P/B: if I visit a teacher who does not use ICT in teaching, I call her and discuss the issue. I remind her of the benefits and our commitment to provide students with their needs. I tell her to just forget the job requirements and remember that the ICT is now essential and everyone needs to deal with; I allow her to express her feeling and listen to her (Lines: 340-349. P/B).

This statement is an indication of the importance that Principal B places on fostering agreement. Such actions are especially important as principals in Kuwait do not have the power to dismiss teachers. Instead, they need to encourage teachers, in a positive way, to make changes. Nevertheless, in this situation, Principal B seems to be exerting some authority on the teacher to cooperate in the delivery of lessons using ICT, in addition to encouraging ICT use by emphasising the importance and implications of its uptake. Although, Principal B allowed all staff to contribute to the discussion on the ICT vision, she seemed to maintain a hierarchical organisation by emphasising the School Board members’ roles to foster agreement for the vision (Refer to Section 2.2.2 ).

The Principal’s practice of fostering agreement among staff is supported by a number of documents. For instance, document 47/1/B, is a record of an Arabic language

168 teaching seminar conducted on the use of ICT. Although, this seminar was not conducted by the Principal, it is representative of the strategies adopted by her to enhance the understanding of teachers about the benefits of ICT implementation, which results in fostering a general agreement about the ICT vision. Moreover, document 34/3/B (a list of the seminars’ agenda) provided further evidence that the Principal was continually concerned about fostering agreement in relation to the use of ICT in teaching. For example, in one seminar, the Principal gave the teachers the opportunity to discuss the ICT vision and how they should respond to the implementation of ICT in the school. Repeatedly, Principal B demonstrated her effectiveness in fostering agreement through her continuous emphasis on the ICT vision at many meetings.

Motivating staff

Stimulating staff is seen as an important way to improve the outcome of implementing the ICT vision and fostering agreement among staff. As mentioned in section 3.10.2, the current study focuses on two motivational forms; (1) intrinsic motivation, and (2) extrinsic motivation. Within school B, although, there is no written motivational strategy, Principal B practised a number of motivational methods to encourage teachers to use ICT when teaching, as presented below:

P/B: I encourage and motivate staff in many ways. I recognise and appreciate their efforts, reward them and help them to become willing to employ ICT by creating a positive competitive approach among the teachers (Lines: 325-328.P/B)...I take care of their needs and establish a personal relationship with each teacher...in every meeting I encourage them to use innovative way of articulating ICT devices... offer teachers who spend extra time on finishing tasks time off, as return for their efforts (Lines: 437-447.P/B).

Thus, it emerged that Principal B used multiple motivational practices to advance the use of ICT in the School, such as personal and public appreciation, creating a positive competitive environment, and rewarding teachers who achieved success. For example, the Principal motivated staff by recognising the teachers’ efforts, especially those who used the ICT facilities in teaching. Further, the teachers were inspired to expand their use of ICT by supporting them, providing for their needs, and following up

169 their progress. According to the Principal, she managed all her staff equally, honestly and justly. She also highlighted the negative impacts that can occur with a teacher’s lacks of ICT skills, and the repercussions on the student-teacher relationship. Her focus on the importance of knowledge development for teachers provides an intrinsic stimulus that increases the teachers’ eagerness to become more proficient in ICT skills. Additionally, Principal B seemed to depend, to a great extent, on her interpersonal relationships with staff to facilitate motivational influence. These claims were voiced by her and supported by a number of documents, including 22/1/B and 31/2/B, being the minutes of meetings at which the Principal directly addressed the staff and thanked them for their efforts in ICT progress. Document 31/3/B (agenda items) also provided evidence that the Principal inspired the teachers through competition to produce the best teaching lesson, with the use of ICT as the basic criteria for the reward. This action motivated the teachers to incorporate ICT into their teaching approach.

Although, Principal B appeared to rely largely on intrinsic motivational strategies, she did adopt some extrinsic motivational approaches. For example, the primary competition criteria were the use of ICT for teaching purposes, which was clearly and precisely given as the most significant criteria for the teachers’ Annual Performance Assessment. These assessments directly affect the future of a teacher’s career (Document: 29/4/B). Additionally, the Principal provided all the needed resources to facilitate the expansion of the teachers’ use of ICT in their lessons. Thus, she worked assiduously to confront any demoralising factors that could be caused by a lack of tools and the absence of justice for the teachers; instead, she created a neutralising effect. More importantly, she created an environment where the teachers gained more freedom, hope, and strength to continue working in an ever changing system; their confidence was boosted.

High Expectations

Setting a high level of expectations provides the teachers with the motivation to meet new challenges. Principal B seemed to set high expectations for staff in using ICT devices. For example, she claimed to expect more creative ICT materials to be used in

170 teaching. Further, her approach appears to have encouraged the teachers to enhance their ICT skills and, thus, through the use of non-traditional materials, for example, capture the students’ attention. Therefore, Principal B appeared to provide challenges for staff by setting high expectations. To achieve these expectations, the principal needed to provide support; without the support the challenge could be beyond the capability of the teachers and the opposite outcome would result. Therefore, the next section discusses Principal B strategies to provide support that facilitate staff development.

In analysing the Principal’s responses, and the evidence, there is support for the second component of this study framework. Further, the analysis of the data continues to bring other perspectives into the assessment to consolidate the final conclusion.

6.2.3 Developing Staff

The Developing Staff component is aimed, in the main, at building capacity and promoting the school community, professionally and socially (Section 3.10.3). In this section, the evidence is presented showing how leadership was exhibited through Principal B’s actions in supporting staff development. In particular, her leadership can be seen through: (a) considering the needs of individuals; (b) providing individual PD opportunities; (c) actively supervising PD activities; and (d) providing an appropriate model through her own ICT use.

Considering Individuals

Acknowledging the needs of a diverse group of teachers is a crucial aspect of effective school leadership, especially during a time of change. A principal needs to identify and capitalise on the individual strengths of staff and to acknowledge the need to support the staff with weaknesses (Section 3.10.3). Principal B demonstrated evidence of such practice when she stated that:

P/B: here I must distinguish between the teacher who has a weakness in a particular aspect that needs further support, and the teacher who does not want to work...I actually help out and fully considered the circumstances of each teacher individually through my observation of

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their abilities and individual potential...I offer teachers direct support to strengthen their confidence. I help teachers financially to develop their ICT skills. For example, I supported one teacher, last month, to attend a private course about smart board, I paid the cost of this course (Lines: 475-483.P/B).

Thus, her leadership skills were exhibited through strategies that acknowledged differences in the teachers’ attitudes and abilities, and the relationship between attitude and ability. Importantly, she is aware of her responsibility to manage a diverse range of staff, for example, her acknowledgement of the teachers who were confident in their ability to use ICT, and those who did not want to use ICT because of their lack of skills. She recognised that the motivation to engage with ICT depended on the teachers’ personal sense of confidence or efficacy by providing private lessons for a teacher to develop skills in the use of smartboards. Such strategies highlight the Principal’s commitment to maximise the staff capacity to provide the optimal outcomes for the students’ engagement with ICT.

Providing individual PD opportunities

The literature review revealed that an effective school principal is a mentor who carefully considers teachers’ needs for professional development (Section 3.10.3). Typically, school principals need to provide individual development opportunities for teachers to grow, particularly in times of rapid technological change. Therefore, continuous school-based professional development is imperative. Within the context of the school the Principal B established a range of PD activities to promote teachers’ skills using many forms, such as workshops, module lessons, using guest speakers, and distributing brochures, letters, instructional letters, and handbooks. Thus, the Principal commented that:

P/B: I managed to open up the use of an email to all teachers who did not know how to use it...I also asked that computer science teachers conduct a small workshop for teachers who lacked skills in using email, to explain how they can use and benefit from it (390-392.P/B).

These efforts by the Principal were fundamental in supporting the staff’s professional development growth. The School’s documented record of activities showed

172 that many ICT PD activities were conducted in the School. For example, the Computer Science Department activity record includes information about some of the ICT related activities. One typical workshop focused on Science teachers using PowerPoint for illustrating latitude, longitude and time zones. Furthermore, document 22/2/B represented another example of individual PD opportunities being available for staff. In this document, the minutes of a school meeting, the Principal reminded the teachers to attend a workshop about total quality in the school. Further, document 25/3/B recorded the Principal’s request that all Heads of Department plan more effective teachers’ meetings, and that they must include discussions on topics about teaching methods and the development of technical skills for teachers. Figure 6.3 shows an ICT related PD event held for the teachers.

Figure 6.3 ICT related PD opportunities for teachers

In relation to identifying teachers’ needs, which can provide an insight into the Principal’s practice to provide individual PD opportunities. The Principal developed strategies that she adopted to identify individual needs, namely:

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P/B: I share the information with the heads of department, and use my personal observations, as well as ask the teachers, so that I can identify their training needs (Lines: 520-526).

This two-pronged approach identified the teachers’ training needs was augmented by the Heads of Department. They report to the Principal feedback from the staff meetings where technical, and any upcoming, issues are discussed. Such reports include an outline of the teachers’ needs, which the Principal claimed to work towards meeting or addressing. In addition, the budget report details that 22% of the budget was allocated for PD activities; this funding supports the Principal’s recognition of the importance of school-based PD activities. While school-based PD is limited to specific forms, as mentioned in (Section 5.2.3), the THDS (The Training and Human Development Sector of the Ministry of Education in Kuwait) plays a significant role in providing the teachers with some of their PD needs. Furthermore, when a teacher wishes to attend those kinds of PD programs, the School supports such a request, even if the Principal pays the cost herself, as in the smartboard course, referred to in the above statement. Therefore, it is apparent that the Principal prioritises the development of ICT related skills and provides direct support to teachers to build their expertise beyond that available through normal channels. Although, Principal B engaged in providing PD activities, she expressed dissatisfaction with her lack of support, authority and autonomy to manage all forms of PD in the school.

Supervising PD activities

Further, the principal is assumed to be involved in many aspects of the management of PD activities, such as conducting, monitoring, supervising, and evaluating PD programs. When Principal B was asked, she claimed to follow strategies to manage these tasks. For example, evaluating PD programs involved her personally following up issues with her staff. The Principal also shared information with the Heads of Departments so that general frameworks for each PD activities could be developed. She also discussed the scientific content with the organiser of the PD activities. However, the Principal also acknowledged that most of these tasks were achieved in

174 cooperation with the Heads of Department. Nevertheless, she conducted staff workshops. For example, within the last year:

P/B: I conducted workshops for new teachers and another workshop for teachers with supervisory jobs (P/B-Q).

Thus, the Principal presented a practical example on the importance of exchange of experience among staff. She also provided evidence about her abilities to manage the PD activities. The Principal commented a number of times that she used the ICT devices on a daily basis, although information was not provided about workshops that related to ICT. In document 29/2/B, Principal B encouraged all Heads of Department to visit teachers in their classrooms to observe and note any important technical discussions; at the same time the Heads were reminded of the importance of teachers’ professional growth. In Kuwait, each school department is specialised, and teaches only one subject (which is a different situation to that in Western countries). As result, the principal may be able to construct PD programs in one area, but not in all fields. Therefore, the above statement by the Principal is reasonable. The Principal also provides general advice to the teachers; for example, document 28/2/B certifies the Principal advised teachers to research information, ask specialists, and to attend PD courses to improve their knowledge. Additionally, they were reminded to exchange their experiences with colleagues and so enrich their performance. While not a specialist PD Expert, the Principal exhibited her abilities to manage and lead PD activities.

Providing an appropriate model of ICT use

Having an appropriate model of ICT is the last subcomponent of the third component addresses how the Principal shows effective leadership by modelling appropriate behaviour for using ICT. The following quote highlights her approaches in this area:

P/B: I distribute catalogues and other materials related to ICT and tell the teachers to read it...at some meetings, I inform the teachers about some websites related to ICT in education, and I invite them to visit

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the sites (Lines: 52-54.P/B)...I intentionally bring my laptop to every meeting and use data shows to display some content (Lines: 117- 120.P/B)... I use email to contact other departments. I attend the school forum and interact with my students...sometimes the students communicate with me by email (Lines: 133-135.P/B).

The above citation illustrates that the Principal is prepared to demonstrate her own skills to the teachers and students. Such usage reinforces the importance of the Internet, as well as the need to build capacity to use the Internet and email for communication. In this way, the Principal is modelling the use of a computer (laptop) and the data projector. Hence, the Principal directly contributes to the professional development efforts by modelling the use of ICT devices to serve teaching practices. Additionally, she also reported that she conducted workshops for teachers using ICT devices, such as projector, audios, images and PowerPoint. These practices contribute to the effective use of ICT in the school.

The data above revealed that Principal B appeared to be concerned to develop ICT staff capabilities in ICT. Nevertheless, the analysis continues to present other perspectives to strengthen the final conclusion.

6.2.4 Building Collaboration

The fourth component of this study is concerned with how the principal improves the school’s working conditions to achieve the desired goals for change (Section 3.10.4 ). In this section, evidence is presented that displays the Principal’s perception on demonstrating leadership through her actions in building collaboration, especially by: (a) building a collaborative culture; (b) building teams; (c) solving problem; and (d) connecting the school with its wider environment (others schools).

Building a collaborative culture

in the school has been identified in the ”ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ“Building a collaborative culture literature as a fundamental practice (Section 3.10.4 ), which is concerned with building the school community, enhancing productivity, and reducing potential conflicts by promoting a collaborative work culture. The Principal asserted that she encouraged her

176 teaching staff to collaborate, to cooperate, to exchange their experiences, and to support each other. Hence:

P/B: I believe that human relationships, trust, and encouragement are the most effective ways to build a collaborative culture in school...the staff number is large so I have to build human relationships, and trust, with everyone in the school to obtain their commitment so that they work as a family (179-181.P/B)…I asked the geography and science departments to conduct module lessons together because these lessons serve both their subjects. I even managed the timing for them; I asked the geography department to take the first part of the session and the science department to take the second part. I also initiated the collaboration with other schools (Lines: 267- 281.P/B).

The above quote highlights the importance that the Principal places on building trust, interacting humanely with teachers, and encouraging them to enhance and expand their teaching experiences. She does this by showing mutual respect with teachers, which also reinforces and builds the teachers’ commitment. Additionally, by being directly involved in organising joint lessons, she illustrated putting theory into practice, to build a collaborative culture within the school. Another example of a major collaboration in the School was the establishment of “the Media Centre”. This project involved teachers and students who helped the Computer Science Department to achieve this goal. Such collaboration included the completion of public works and activities, which required a number of teachers to work in partnership during workshops, training courses, and guest speaker events. Document 50/1/B provided a concrete example of building a collaborative culture. The document was a part of the activities record of the French Language Department. In this record, the Librarian helped the French Language Department staff to conduct a workshop about ICT use for e-learning.

Illustrating her ability in communicating and supporting collaborative culture, the Principal formed a number of teams to discuss their tasks, and determine how they could collaboratively work together to complete the job. Document 34/3/B, an agenda for group discussions on many topics, included a reminder from the Principal to actively contribute to the discussion so that the group would benefit from the views of all members. Principal B also made available all the resources needed to complete

177 collaborative tasks in school. Importantly, the Principal also established a unified sense of importance in terms of the collaborative culture through discussion and support.

Building teams

In a school establishing a sense of community, team building and collaboration is a most important practice, especially when attempting to embed ICT. This subcomponent is concerned about building teams to help in carrying out some tasks (Section 3.10.4). During the interview, the Principal discussed how she built and encouraged collective work by forming teams and committees:

P/B: I believe the work needs the efforts of all staff; so I built a number of teams to help me and to work on achieving our goals. For example, we have a planning team, a team that is concerned with improving the system of school work, a team that is concerned with the follow-up business, and an ICT team that is concerned with advancing the ICT status in our school, building the databases and documenting our efforts. (Lines: 411-423.P/B)...I guide teams and committees, follow-up the work, and coordinate their tasks... so I play a pivotal role in ensuring that everything is working smoothly (P/B-Q).

Hence, the Principal had confidence in her ability to successfully build and manage teams and committees. Her strategy involves discussing the tasks with the teams to determine how they can work together to complete the job. Next, she guided and coordinated the efforts. At the same time, she uses a consensus mechanism that allows more achievements. Her leadership of building teams through leading, managing and coordinating efforts is attested to by The Media Centre outcome. It is also affirmed by document 32/3/B, which provides information on how the Principal assigned nine committees with tasks that ensured consistency and cohesiveness in the work of the committees. Subsequently, the benefits to be derived from building teams and committees are threefold. First, the staff will be given opportunities to participate in decision making. Second, staff will have the opportunity to build their leadership skills. Third, the Principal will have more time to concentrate on other business by delegating some technical or administrative tasks to teams and committees. It is important to clarify that the Principal appeared to focus on the Heads of Departments to carry out the role of leader for these teams and committees. Hence, the Principal maintained the existing

178 hierarchical system of the school, appearing happy to work within the administrative organisational hierarchy. The above data show that the Principal has the ability to build teams to assist her to overcome potential problems, as well as to facilitate embedding ICT processes.

Solving problem

One of a school principal’s responsibilities is to solve problems. Principals have been described as problem solvers (Section 3.10.4 ). Principal B was asked to describe her strategy to solve problems and conflicts within the school. When asked to provide information on her approach to solving problems, she elaborated by stating that:

P/B: Problems are solved through discussion in School Board meetings, and then recommendations are set to solve the problem. We usually assign a member of the School Board to follow up the issue and give a periodic report to keep everyone informed of the progress. Solutions are permanently objective and effective so that it is best to discuss the solutions and to put alternative scenarios to solve the same problem. One of the problems that I solved previously was the shortage of ICT infrastructure in our school. The shortage was overcome through the provision of support from local organisations, and by persuading officials of the Ministry of this shortage, as well as the continuous monitoring the issue. In order to provide what we needed for the school, I had to persuade the officials of our problem and closely monitor the reaction of the Ministry officials, which helped solve the problem that with what we had hoped for, more support (P/B-Q).

Thus, the Principal described her strategy in a systematic model, which is consistent with the characteristic of effective leaders (Section 3.10). She realised that problems were part of everyday life in a school. Further, she continued to work within the hierarchical system to solve the school’s problems. Given the vital role of the School Board members, including Heads of Department, in solving problems, the Principal showed her concern to maintain the school boundaries in relation to regular school work by emphasising that the problems were solved through discussion at the School Board meetings. Principal B also provided practical examples of her involvement in solving the lack of ICT infrastructure. She was determined to solve this problem by persuading the officials from the Ministry of the existence of such a problem. This action suggests that the Principal was successful in selling her School and speaking out about the challenges

179 associated with ICT. Boundaries between the Ministry’s bodies and the School Principal were broken to the extent that the officials of the Ministry were convinced to prioritise School B’s ICT infrastructure. Although, Principal B was concerned to maintain the administrative hierarchy to solve the problems, she showed effective leadership characteristics in solving problems by determination, being insistent, and speaking out.

Connecting the school with its wider environment (other schools)

Focusing on maintaining connections and relationships with other schools, this subcomponent is particularly important in embedding ICT processes in which the principal needs to exchange information and experience with other school principals, and to anticipate potential issues that may affect the school’s future (Section 3.10.4). The interview with the Principal showed that she was aware of events at other schools, and communicated with their staff. She saw such relationships as benefiting herself and the School by exchanging information and experience; at times this involved her working with other principals to solve shared or similar problems. Additionally, the Principal encouraged her staff to maintain good relationships with other schools, including visiting the schools and participating in their activities. The following statement highlights the benefits from such interactions:

P/B: I bought a software program, in the last three months, with other school. We shared the cost because it was expensive. The program is a useful for the science department. There were four licences, so my school took two licences and the other school took two licences (Lines: 692-696.P/B).

Hence, advantages from the school having connections with its wider environment (other schools) can be captured. Indeed, this quote illustrates the benefits that can be derived from maintaining a connection with other schools, for example, sharing costs, experiences, and materials and information. Document 21/1/B records the Principal encouraging all teachers and staff to maintain a good relationship with other schools. Thus, there is compelling evidence that Principal B actively connected her School with other schools for the good of both parties.

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The data above revealed that Principal B appeared to be concerned to build collaboration into school everyday life. Nevertheless, the analysis continues to present other perspectives to strengthen the final conclusion.

6.2.5 Principal Agency

The fifth component of the framework of this study is the Principal Agency, which concerns: (a) the principal’s ICT competence, (b) skills in providing guidance on how to link ICT usage into pedagogy, and (c) skills in sustaining ICT change (Section 3.10.5). The following section addresses Principal B’s perception of her leadership through action.

The principal’s ICT competence

From the literature review there appears to be a direct correlation between ICT competence and personal attitude towards ICT uptake (Section 3.10.5). Indeed, Principal B identified the important role her skills of using ICT played in relation to her communication with her staff regarding embedding ICT. Additionally, she emphasised the need for the principals to have both ICT knowledge and skills so that they can speak with authority and model the sought behaviour. Though not from a technological background, the Principal indicated that she follows any development related to ICT (reading, asking questions, giving it a go, and exploring the programs and devices). Also she attended all PD activities related to ICT to improve her ICT skills. As noted in Section 3.10.5, the ICT skills of this study is limited to ICT skills that the principals are assumed to possess in order to meet the Kuwaiti Ministry of Education requirements, namely: (a) Basic Concepts of Information Technology; (b) Using a Computer and Managing Files; (c) Word Processing; (d) Spreadsheets; (e) Databases; (f) Presentation and graphics; and (g) Networks, emails and the Internet (ECDL Foundation, 2008). Throughout the interview, Principal B demonstrated her many ICT abilities, such as using a laptop and projector for meeting presentations, conducting workshops using ICT devices, communicating via email, and providing teachers with developed materials for use as templates, as well as attending the school forum and participating with other staff

181 and students. The researcher had the opportunity to engage with the Principal and her staff and students in a forum that developed to allow public access to all news about the school, which shall be noted. Figure 6.4 is a photograph of Principal B giving a data show presentation at a staff meeting.

Atypical of Kuwaiti schools, the Principal was active in contacting the teachers, students and parents by email. Principal B participated in such activities, along with texting, using the Media Centre, and the school database. The data above reveals that Principal B appeared to be ICT competent and an active user of ICT.

Figure 6.4 Principal B’s data show presentation during a staff meeting

Providing guidance on how to link ICT use into pedagogy

Further, Principal B sought to link ICT use to pedagogy, a central factor in the embedding process. She was also involved, practically, in developing a number of ICT teaching materials, as noted below:

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P/B: I advised teachers how to use ICT tools and software in teaching. For example, I suggested that the teachers use devices, such as audio and images... I distributed catalogues and other materials related to ICT and I told the teachers to read it... I named a number of websites and invite the teachers to visit them as they were related to ICT in education (Lines: 52-60.P/B).

Principal B also advised the students how to use smart mobile phones to access useful materials, initiating the way for student-to-student teaching and learning. Additionally, she demonstrated how to use the ICT devices so that they served the teaching and learning needs, illustrating the old way of teaching, and comparing it to the new way of teaching with ICT devices. By gaining feedback from the teachers in how they were embedding ICT, she was able to illustrate, further, the usefulness of the PowerPoint, and data shows for displaying content. The Principal reported using the old way of attracting an audience’s attention, and then she shifted to the use of a projector and PowerPoint. A comparative assessment by the teachers described the positive benefits of using the projector and PowerPoint. Through her encouragement, the teachers were able to take advantage of the available technology to improve their teaching and learning processes. Hence, Principal B practised her role by providing guidance to link ICT use into pedagogy and guiding her staff to incorporate ICT in their own lessons.

Sustaining ICT change

ICT sustainability in a school means that important practices must continue as ongoing improvements keep transforming ICT programs. Principal B was active in sustaining the ICT changes. She revealed that:

P/B: I am interested in technology, so I follow any new technological development that may be useful for education. For example, I asked the computer department to explore the educational applications for the smart mobiles to advise students about their uses (P/B-Q). I visited London and Canada as a member of group from the Ministry of Education in Kuwait, to explore what they have, how they are managing ICT in education... I attend a discussion group with educators to report on my experiences and to share my thoughts with them (Lines: 581- 582.P/B).

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Thus, through her interest in ICT, her knowledge about it and the impact of smart mobiles, and how they changed human behaviour, the Principal was able to maintain the impetus to continue to implement ICT changes in the school. Further, she was proposing a model demonstration class that employs the most up to date technology in teaching, as well as providing financial and material resources to improve the ICT uptake by the staff and students. Associated with her own plans and actions, the Principal also revealed that the Ministry of Education was going to provide each student and teacher with a laptop to assist in the embedding process. Such resources were part of the PD Program being implemented in the School. The national strategy for ICT implementation and usage is confirmed by document 56/1/B, a newspaper announcement by the Kuwaiti Ministry of Education on their partnership with the Microsoft Company. Thus, the use and embedding of ICT in schools is supported at two levels: by the school’s Principal and by the Ministry of Education. It seems that Principal B is more in tune with big picture issues related to ICT.

The future plans of the Principal are indicators of her efforts and how she sustains ICT changes. Importantly, planning for ICT is also a key practice that leads to effective ICT change sustainability (Birinci & Kabakci, 2007; The World Bank, 2008). The following statement illustrates how the Principal faces such a challenge:

P/B: I plan to transform one classroom as an ICT based model class in our school. We are going to employ technology-based learning activities, and then add more classes (Lines: 299-302.P/B).

The Principal involved the replacement of one class with an ICT-based class, which became the model class for the whole school. The substitution was an effective strategy to experiment with embedding ICT into the school teaching program and to sustain ICT changes. Her direct instructions to the Heads of Department to plan their department’s activities were an important part of her ICT planning tactics (as depicted in document 26/4/5/B). The Principal’s efforts to sustain the ICT changes, along with the building of a database, establishing the Media Centre, and implementing a texting system, provided insights of the Principal’s commitment to keep pace with the ICT development. She overcame a number of major challenges faced by most schools in

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Kuwait. Despite a modest budget, the Principal managed to sustain ICT changes in her school.

Principal B can be seen, therefore, as positively responding to the first research question: How do school principals perceive their leadership practices for embedding ICT in relation to school management, learning and teaching practices? Further analysis of the various data sources continues to address the second, third, and fourth research question, in the following sections.

6.2.6 Summary

This section of the study addressed the first question of the study. The data, derived from multiple sources, corroborated the Principal’s perceived actions and strategies. The data also provided examples and illustrations of how the principal’s strategies align with the proposed theoretical model. The analysis drew primarily on the information from an in-depth semi-structured interview with the school Principal. Complementary documentation affirmed the Principal’s assertions. The five components of the framework were used as a skeleton for the analysis processes namely: (a) Finance Management; (b) Setting Direction; (c) Developing Staff; (d) Building Collaboration, and (e) Principal Agency. Additionally, the teachers’ and students’ perspectives are important in the final analysis. For this reason, the next two sections present the interview data obtained from the teachers’ and students’ groups.

The aims of the focus group interviews were twofold. First, to address the second research question: How do teaching staff perceive the principal’s leadership for embedding ICT in Kuwaiti Secondary schools? Second, to gain in-depth information about specific practices of the school Principal to corroborate the data obtained directly from the Principal’s interviews.

6.3 Teachers’ Perspectives

Prior to the teachers’ focus group interviews, the researcher surveyed the teaching staff and completed an initial analysis of their responses. All the teaching staff from

185 school B (i.e. Eighty-seven teachers) were invited to participate in the survey. The response was seventy-one (81.6 %) valid completed surveys. For the focus group interviews, five teachers were randomly selected from different departments, with one a Head of Department. Of the five teachers, four were from Kuwait, and one was from Egypt. The teachers’ views are presented in a series of tables to illustrate their different perspectives on an issue. Their statements are summarised (in English) to highlight the main points for the five components ( Finance Management; Setting The Direction; Developing Staff; Building Collaboration, Principal Agency); however, when there are contradictory statements, these are reflected in the tables.

At the beginning of the focus group interviews, the teachers were reminded of the importance of using the informant coding system (Section 4.3.2 ). The codes and how to use them, when commenting on, replying to, or reminding other teachers of events, were explained. The teachers were encouraged to reflect on their personal experience and they were encouraged to participate fully in the discussion. Further, they were given sufficient time to make their views and comments known. The interviews provided helpful data, as the teachers were encouraged and allowed to remind each other about certain situations or information (Section 4.3.3.2 ). The focus group interview time was around one hour and fifty minutes. The Arabic version of the teachers’ comments can be found in Appendix: L.

6.3.1 Finance Management

When embedding change, Finance Management is a vital component of how the principal effectively carries out the multiple tasks associated with change (Section 3.10.1 ). The Finance Management component can be considered through two activities: (a) managing the school’s budget, and (b) managing the school’s maintenance and ICT infrastructure. Table 6.1 displays direct and selected quotes of the teachers’ comments on two subcomponents.

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Managing the school’s budget

Prioritising the physical and financial resources is a central practice to be undertaken by school principals (Section 3.10.1). Therefore, this subcomponent is seen as an effective maintenance practice with benefits to the school, the teachers, and the students. When commenting on the spending strategy and the link between the spending strategy and pedagogical needs (Table 6.1 ), four teachers (A, B, C and D) perceived the school’s budget was being well managed, as the following extract from the interview with Teacher A corroborates:

AG/B: [The Principal]...provided the ICT equipment...created a good educational atmosphere...improved the buildings....settled the learning environment, provided the instructions... I was assisted and financially supported in obtaining materials, some ICT related (Lines: 37-46. AG/B).

As above, Teacher A highlighted the Principal’s efforts in improving the school performance. She also asserted that she was assisted and financially supported in obtaining some ICT materials. All four teachers supported the opinion that Principal B practised the effective management of the budget and supplying the School’s needs.

Managing the maintenance and ICT infrastructure

The management of the school’s building and equipment are important practices to be undertaken by school principals (Section 3.10.1). As directly identified and quoted in Table 6.2 , the five teachers commented positively on their Principal’s practice. The teachers saw the Principal’s achievements as encouraging, especially in terms of her endeavour to provide advanced ICT infrastructures. Keeping in mind the constraints related to the school’s budget and the ICT infrastructure, expressed by Principal B (in Section 6.2.1), the perspective of the teachers here is additional explanatory evidence on Principal B’s efforts to improve the ICT status through supporting the staff.

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Table 6.1 Teachers’ Perception on the Finance Management Component

Finance Management Managing budget Managing maintenance / ICT infrastructure Teacher A/B The budget was appropriately Maintenance is performed managed. periodically and at satisfactory levels. Staff participated by identifying their needs. The Principal seeks to provide all the basic ICT requirements. There was a priority for ICT needs. Teacher B/B I was provided with my needs. Care is taken in terms of building maintenance and ICT equipment. The maintenance workers are around a lot. Teacher C/B Principal supports those needing help Students are able to explore business by providing ICT devices such as opportunities available online using projectors or computers. the computers provided by the school.

Teacher D/B The Principal tries to reconcile the We have a ICT supporter who always needs of the teachers with the follow ICT issues. available funds. I observed that in our school there is regular maintenance for the ICT equipment. Teacher E/B No further comment. There is a concern about the ICT infrastructure levels.

This outcome was affirmed by the data from the large-scale teachers’ survey. The mean of seventy-one teachers’ responses related to the four Finance Management questions was around 4.00 out of 5.00 (Appendix: A). Therefore, the results from the teachers’ group interview and survey data corroborated the Principal’s claims that she practised effective leadership in terms of the first component of the study’s framework, namely, Finance Management component.

6.3.2 Setting Direction

The capacity to set directions is the second component of the research framework which was identified as an important leadership characteristic for school principals (Section 3.10.2 ). In this section teachers report their personal experience of the Principal’s leadership. These experiences (presented in Table 6.2 ) are organised around

188 three subcomponents: (a) building a shared vision; (b) fostering agreement; and (c) motivating staff.

Table 6.2 Teachers' Perception on the Setting Direction Component

Setting Direction Building shared vision Fostering agreement Stimulating staff

Teacher A/B Principal informed, and Discussion about ICT is Principal encouraged discussed with us the characterised by and motivated us to use benefits of ICT... permanence, vitality ICT on a daily basis. [however] I need more and openness. I prefer our Principal’s clarity about the ICT Anyone is encouraged to kindness and her goals. discuss and express their positive interaction with ideas. us. Teacher B/B Principal informed us The Principal discussed Principal encouraged us about the vision and the advantages of using to employ ICT. gave us examples of the ICT and how we could She appreciated teacher benefits of ICT. advance our ICT who employed ICT in knowledge teaching Teacher C/B Principal asked us to On many occasions, we Last semester, all contribute to the talked about the teachers, who general ICT vision of benefits and goals of successfully used ICT, the school. ICT, and how we should were publicly honoured use it. and appreciated by our She clarified the Principal. benefits and goals of ICT. Teacher D/B The ICT vision is clear No further comment. When I used ICT in my to everyone…The teaching; she thanked clarification of goals me many times. and a benefit of using She encouraged me to ICT is always discussed. develop my ICT skills. Teacher E/B The Principal held We all were allowed to The Principal expressed several meetings to help ask, challenge and to her acknowledgement us clarify the ICT contribute. of the teachers’ efforts vision. Giving example was the .She encouraged us and We have a school- best way to experiment prioritised ICT in strategy or an action the benefits and teaching. plan which is built up persuading staff to from all teachers’ initiate the new vision. views.

Building a shared vision

When asked to comment on their Principal’s practices directed towards building a shared vision for the role of ICT in the school, the interviewed teachers referred to the

189 strategies used to improve the teachers’ understanding of the ICT vision, the mechanisms that informed the staff of the vision, and the implementation processes that were aligned with or enhanced awareness of the vision. As shown in Table 6.2 , all five teachers agreed that the ICT vision and its benefits were discussed. For example, Teacher E stated that:

EG/B: The Principal held several meetings for us to clarify the ICT vision…[which] helps us to advance more…We have a clear vision and mission for ICT (Lines: 1088-1089. EG/B).

Thus, the Principal took the effort to clarify the ICT vision and goals for the staff. Further, Teacher E was aware that the ICT vision has a facilitating role in improving teaching practices. Therefore, the Principal appears to play a vital role in disseminating mutual understanding about the ICT vision, through explanations, reminders, and clarifying the importance of ICT use in the school.

Fostering agreement

Encouraging agreement is a vital subcomponent of making staff receptive for embedding ICT (Section 3.10.2). In the case of school B, teachers A, B, C, and E, as shown in Table 6.2 , agreed that their Principal openly discussed the ICT vision, and allowed everyone to contribute to the discussion. Further, the Principal spoke of the significant personal benefits that would accrue through embedding ICT in lessons. Hence, she was aligning the teachers’ intentions with the importance of the ICT vision.

Motivating staff

Indeed, motivating staff to embed ICT in their own practices is a fundamental strategy that would constitute good leadership (Section 3.10.2). All five teachers confirmed that the Principal was attentive in motivating the teachers to use ICT. Additionally, they recognised her efforts to provide in continuous stimulation for those who effectively embed ICT into their teaching practice. According to Teacher A, part of this involved the importance of the developing relationships, and the way the Principal

190 displayed a humanised approach when relating with the staff. Apparently, the Principal’s attention on building personal relationship with staff describes her preferred motivational strategy to facilitate the ICT embedding processes. This strategy can be described as a way of building good relationships at work by attempting to intrinsically motivate the teachers.

To investigate the Setting Direction component, a survey was conducted among seventy-one teachers. The average response to the twelve questions (Appendix: A) about the Setting Direction component was rated at almost 4.00 out of 5.00. This result corroborated that the Principal displayed the skills of the second component of the framework of this study.

6.3.3 Developing Staff

The Principal’s capacity to support and develop the staff was the third leadership characteristic informed by the theoretical framework of this study (Section 3.10.3). Since embedding ICT requires attention to the professional development of staff, the Developing Staff component and its four subcomponents play a vital role in the leadership practices of a school principal. Table 6.3 presents the two most significant of the four sub components, namely: (a) individual consideration, and (b) providing Individual P.D opportunities.

Individual consideration

School principals are assumed to be monitors in the school providing assistance for each teacher to grow. Such an approach is seen as an effective leadership practice (Section 3.10.3). This approach requires the principal to identify individual strengths and weakness amongst the staff in order to strengthen their weakness. Therefore, in the group interview, the teachers were asked to comment on their school Principal’s acknowledgement of individual differences and individual consideration, especially where those differences related to ICT capacity.

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Table 6.3 Teachers' Perception on the Developing Staff Component

Developing Individual consideration Individual P.D opportunities Staff Teacher I was supported in the development of Principal told me to seek help if I faced A/B my ICT skills by my colleagues, who any problems related to ICT. were encouraged by the Principal. .The Computer Science Department There was acknowledgement of was encouraged to support all staff. individual differences, with individual The educational technology specialist was support being provided. also asked to facilitate ICT embedding. Teacher B/B No further comment. Principal helped us by distributing a CD designed specifically to extract ratios and statistics; she explained how to use it. Many workshops were available to help us in developing our ICT skills. Teacher C/B The Principal acknowledged the My Principal helped me to open an differences. email account. She asked the Computer Science Department to teach us how to use it. A number of ICT workshops were held to improve our ICT skills. Teacher Individual differences were appreciated Great efforts were taken to provide us D/B and acknowledged by our Principal. with ICT PD. Anyone needed help was given support. Principal advised how to use the Laptop. Teacher E/B Principal recognised the capacity of In our school, the Computer Science each teacher. Department conducted ICT workshops. Our Principal encouraged all ICT PD activities.

Teachers A, C, D, and E affirmed that the Principal acknowledged the individual differences amongst the teachers. Also, teachers A and D also reported that the Principal attempted to provide individual support for teachers who showed a low level of ICT performance. Additionally, according to Teacher D:

DG/B: …there are considerations for such cases...She always advises us to ask and communicate with the Computer Science Department to seek help because they are specialists in ICT. In general, the Principal knows the capacity of the teachers and tries to develop these capabilities (Lines: 987-989.DG/B).

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Providing individual PD opportunities

This is the second subcomponent. As shown in Table 6.3 , this subcomponent was a priority for the Principal, who provided individual PD opportunities for the staff. As shown in Table 6.3 , Principal B indeed practised a core component of a school principal’s responsibilities.

She demonstrated her leadership effectiveness to provide individual growth opportunities for staff to strengthen their weakness in using ICT. For example, the Principal enabled the Computer Science Department to take a supporting role in relation to the staff, which is noted (Section 2.2.2 ). She also explained to the teaching staff how to use ICT related materials. While the Ministry of Education offered courses related to ICT (Section 5.2.3 ), Principal B supported the ICT school-based PD activities (Teacher E). It is apparent that the Principal was interested in providing individual PD opportunities to those who needed it. She also communicated her abilities to estimate the individual PD needs of each teacher and worked to provide reasonable support.

To identify the degree of consensus among teachers about the leadership attributes of the principal, the large-scale teachers’ survey data were analysed in relation to seven questions related to the Developing Staff component (Appendix: A). The mean of seventy-one teachers’ responses was around 3.7 out of 5.00. Along with the results from the teachers’ interviews, they confirmed that the Principal’s leadership practices met the third component of the framework of this study.

6.3.4 Building Collaboration

The fourth component of this study’s framework, the principal’s capacity to build a climate of collaboration, involved gathering data on how the Principal went about establishing an environment conducive to the uptake of ICT (Section 3.10.4). Table 6.4 represents direct, summarised quotes of school B teachers’ perceptions about their school Principals practice of: (a) building a collaborative culture; and (b) building teams.

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Building a collaborative culture

A collaborative culture is a significant aspect of leading a school during a time of change (Section 3.10.4). School B teachers were surveyed about their Principal’s strategies to build a collaborative culture. Teachers A, B, D, and E expressed positive perceptions. For example, Teacher D admitted that:

DG/B: I have been encouraged to collaborate with my colleagues…We collaborate through keeping in touch, through exchange visits, exchanging experiences, and becoming involved in some activities related to teaching (Lines: 933-935.DG/B).

The teachers felt a sense of encouragement under the Principal’s leadership, which stimulated them to participate in enhancing a collaborative school culture, for example: the preparation for the students’ graduation ceremony, educational technology exhibition, and other workshops (such as a workshop of the use of ICT for distance learning). This workshop was conducted by the French Language Department in association with the Library staff (See Document 50/1/B). Further, Teacher D’s assertion that she overcame the lack of equipment through collaboration with others provides an example of the extent of collaborative culture diffusion in the school. The Principal’s encouragement for staff to collaborate with other schools was also recognised by the teachers. However, according to Teacher C, such collaborative practices were limited to individual departmental colleagues, with the whole school’s collaborative culture being at a minimum level. As shown in Table 6.4, the effectiveness of the Principal’s leadership practices to build and improve the collaborative culture was recognised by most staff.

Building teams

Within any school the building of teams is an important practice, especially at the time of change around the embedding of ICT into regular practices. The ability to mobilise groups of people to help the principal carry out the many tasks needing to be done is crucial to success (Section 3.10.4). Principal B’s practice in building teams was

194 positively rated by the teachers. Indeed, there were a number of committees and teams which worked together on specific tasks. The staff were encouraged to get involved in a team, for example, the IT committee which was involved with ICT embedding and improvement. This committee was led by the Computer Science Head Department and includes the Educational Technology Specialist. The responsibilities of such a committee were to follow up ICT activities and improvement, build up and maintain the databases, and document all school actions through digital records. As shown in Table 6.4, teachers A, B and E affirmed the Principal’s claims that she had formed a number of teams to help her to accomplish some jobs.

Table 6.4 Teachers' Perception on the Building Collaboration Component

Building Building a collaborative culture Building Team Collaboration Teacher A/B There was a promotion for There were many committees and collaborative culture in many ways. teams. I collaborated with many departs to We all work as team to complete conduct activities. tasks. Teacher B/B We have a great collaborative culture We have many teams to help the in our school. Principal in accomplishing the tasks and in providing solutions to Principal directed us to collaborate problems. together…she motivated us to collaborate. Teacher C/B The collaborative culture among the No further information. department’s members is obviously in existence, but among the whole school is still at minimum level. Teacher D/B I overcame the shortage of equipments No further information. through collaboration with others. I was encouraged to collaborate with my colleagues through exchange experiences, and to get involved in some activities. Teacher E/B The Principal encouraged us to We have many teams and committees collaborate. in our school. They were encouraged .I conducted workshop with other to work together by Principal. colleagues in other departments.

To identify the extent of consensus across the school regarding the Principal’s practice in relation to the building collaboration component, the survey addressed seven

195 questions (Appendix: A). The mean from seventy-one teachers’ responses, on a five point Likert scale, was 4.00. Therefore, it can be concluded that the teachers’ group interview data, and the survey data, unequivocally supported Principal B’s claims, and provided a positive consensus in terms of her leadership practices, and the building collaboration component of the framework.

6.3.5 Principal Agency

Effective Principals exhibit the Principal Agency quality of leadership by: (a) demonstrating ICT competences in their own practices, in this case with ICT; (b) acting to integrate ICT to pedagogy; and (c) establishing conditions that sustain the use of ICT (Section 3.10.5). Thus, in the focus group interview, the teachers’ perceptions of the strategies were adopted by the principal to: (1) provide guidance to link ICT use into pedagogy, and (2) to sustain ICT. They were investigated through a series of questions. The critical and direct comments regarding these strategies are summarised in Table 6.5.

Providing guidance to link ICT use into pedagogy

Providing instructions and guidance for teachers on how to use ICT in teaching is a fundamental practice required for embedding ICT processes. Teachers B, D and E generally indicated that the Principal encouraged them to employ ICT in teaching (see Table 6.5), and that her efforts effectively linked ICT use to teaching practices. Indeed, Teacher E indicated that the Principal’s recognition practice was the most influential factor to encourage more linking practices. Further, according to Teacher B, the Principal also suggested a list of websites for exploration. However, no teacher provided practical examples of the involvement of the Principal in providing guidance to link ICT into teaching practice.

Teacher A, on the other hand, pointed out that she was guided in such actions by the Ministry of Education and HTDS instructions, rather than through the Principal’s advice or encouragement. However, there is discordance between teacher A’s view on this subcomponent and her previous responses. For example, she confirmed that

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Principal B continuously encouraged and stimulated the staff to use ICT on a daily basis, which contrasts with her response on the linking practice. This discrepancy may result from a difference in the interpretation of the concept of linking ICT use into pedagogy. In terms of the current study, since three teachers agreed that there were efforts by the Principal to providing guidance to use ICT into teaching practice, their views constitute supporting evidence that the Principal was able to provide guidance on how to link ICT to pedagogical practices by encouraging and recognising the teachers’ efforts. According to the school activities record, there were a number of lesson plans that were designated to teach students how to use ICT devices. For example, the Mathematics Department teaching staff conducted workshops for their students on how to use Excel to extract percentages and display figures. The Geography Department teaching staff also used the PowerPoint software widely to serve their teaching practices. For example, one lesson plan was on agricultural irrigation. In this lesson, the Teacher used PowerPoint software and audio to display the irrigation system for students, which was not available in Kuwait, as there is no agricultural industry in the country. Their perception was also supported by the survey data as Principal B was rated positively by most of the teaching staff (Appendix: A)

Sustaining ICT changes

Ensuring sustainability of ICT changes is the basis for more improvement and ongoing transformation in schools. Hence, teachers A, C, and E agreed that the efforts to sustain ICT changes were at a low level (see Table 6.5). Additionally, they hoped to see more sustainable efforts to advance the ICT status in their school. Nevertheless, teachers A and C did acknowledge that the Principal did work on sustaining the ICT changes. From the staff perspective, teachers A and E recognised the Principal’s efforts to sustain ICT changes by planning the ICT changes. Thus, Teacher E reported that:

EG/B: …we have a plan to reform a classroom in our school to an ICT-based class…As the Science Department, we can collect ICT material from many sources so that the class requirements are met (Lines: 1189-1193.EG/B).

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Hence, such planning indicates that the Principal ably intended to reform a class so that it could become an ICT-based class in the school. Although, the teachers were not satisfied with the sustained ICT efforts, it appears that the staff valued the Principal’s efforts to sustain ICT changes in the school and emulated her practices.

Table 6.5 Teachers’ Preception on the Principal Agency Component

Principal agency Providing guidance to link ICT into Sustaining ICT change pedagogy

Teacher A/B I believe the encouragement of linking The Principal tries to sustain ICT, but ICT to teaching done by the Ministry it is at minimum and very slow. and the Human Training Development Sector gave more support to the school. I was guided by them and not the Principal. Teacher B/B There was guidance on how to link I am not aware of any efforts to ICT with teaching by our Principal. sustain the ICT change in the school. She offered recommended some websites which helped us. Teacher C/B No further comment. Principal tries hard to keep up with the development and modernisation of the ICT implementation by sustaining change. Teacher D/B There have been great efforts to link It is not clear to me that anything is ICT to teaching practices. happening in this direction. I believe my Principal cares about, and reminds us of, the necessity of linking the ICT to teaching practices. Teacher E/B There is an interest to embed ICT in I believe the sustaining efforts are teaching by encouraging ICT slow and need to be improved and practices, and the recognition of expanded. teachers who have succeeded in linking ICT to teaching.

The large-scale survey data provided an understanding of the teachers’ perceptions on this component and its selected subcomponents. Three questions (Appendix: A) related to the principal agency component. The mean of seventy-one teachers’ responses was around 4.0 on a 5.0 point scale. The result shows that the Principal did practise the final component of the framework of this study (i.e. Principal Agency). However, while the standard of practice did not satisfy the teachers’ ambitions or aspirations, the

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Principal’s practising of the fifth component of the framework of this study was acknowledged by teachers.

6.3.6 Summary

This section addresses the second research question; it also presents an analysis of the data about the Principal’s leadership practices obtained from the focus group interview with five teachers. These finding are discussed and presented in a series of tables that highlight the main points from the teachers’ statements. Additionally, the survey data detailed the extent of consensus across the school regarding Principal B’s leadership practices. In general, the teachers identified actions that aligned with the five components of the framework. There was one exception Teacher A reported that she was not guided by the Principal to use ICT in her teaching (Section 6.3.5 ). The following sections provide information in relation to the third and fourth research question.

6.4 The Extent of ICT Adoption in School B

This section addresses the third question of the study, which sought to: (a) provide evidence of ICT adoption in the participating schools (it also served a triangulation purpose); (b) provide descriptive information on the participating schools’ ICT engagement, and how ICT was employed, indicatively, in the Kuwaiti context; and (c) document how ICT was viewed in the schools. As the current situation is described in this section, the data provided an ICT-educational benchmark as a model for Kuwait. Such descriptions assist in identifying opportunities for more ICT improvement. In addition to the survey responses from seventy-three teachers, and to respond to this question, three perspectives were assessed following the interviews with the school Principal, all teachers, and five students. The focus here, however, was on the students’ perspectives.

Generally, the extent of ICT adoption in School B appears to be at an advanced level in comparison to other Kuwaiti schools. For example, the computer-student ratio in

199 secondary schools in Kuwait was 1:7 between 2009 and 2010; whereas, in school B the computer-student ratio was around 1:3 (Ministry of Education, 2009/2010). Further, the school B had four computer labs and a Media Centre with ICT facilities. However, as indicated by The Ministry of Education (2009/2010), the Kuwaiti average computer lab number in secondary schools was around 2 labs in each school, which is less than for school B. Such ICT facilities reflect the extent of ICT diffusion in the School. The Principal and the interviewed teachers agreed that there was a high degree of ICT engagement and development in their school. For example, there was the establishment of a school website, databases for both staff and students, a school forum, and the use of email to improve communications within the school, as well as a texting system for all events, and emergency contacts in the school. Further, an email system was established for each department; the teachers were asked to check it regularly. Principal B claimed to communicate with parents through the development of the students’ database:

P/A: I'm eager to communicate with parents; in addition to the school’s website; we have a database for students which is used to communicate with parents. I distributed passwords to all parents; allowing them to directly access the database to follow their children’s latest developments. I appointed a teacher to follow this database and to update it. Through this database, I directly posted educational messages for the parents regarding the learning activities. This database was developed for our school by school staff without any support from the Ministry of Education (Lines: 126-130. P/B).

Hence, Principal B provided an example of ICT implementation in school B, as well as the benefits of implementing ICT to communicate with the parents. Principal B also claimed to provide many teachers with statistical software, and encouraged them to exchange teaching materials. These examples provide evidence of the advances being made by school B in the implementation of ICT, especially in comparison with other Kuwaiti schools. Implementing the texting system and establishing a Media Centre are indications of the advancement of the school’s ICT engagement. Document 80/1/B was a newspaper article that documented the establishment of the Media Centre at school B. In the same document, the reporter mentioned that the school had been awarded first place, at the level for the Hawalli district, in the competition for the best Computer Laboratory and Educational Technology.

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Furthermore, Teacher C provided a practical example of the integration of ICT in learning activities when she mentioned that:

CG/B: Now, the use of the Internet allowed students to learn about the concept of two-way trade between countries and the nature of international commercial relationships. They now are able to identify opportunities of global trading. They also gained an understanding about commercial components for a large number of countries. I remember I asked the students to submit reports about these topics, I encouraged them to get information from the Internet (Lines: 656-659. CG/B).

Thus, Teacher C provided an example of the use of ICT for learning purposes. She acknowledged the benefits of integrating ICT for gathering information about commercial relationships among countries. Gathering such information would have involved great efforts in the past. However, with the use of ICT tools, it has now become easier. Teacher C also highlighted the benefits of engaging students in activities that develop their skills in using ICT tools. Moreover, when examining the activities record of school B, which includes a large number of ICT related activities, documents 41/1, 2, 3/B highlighted the part played by ICT in the Mathematics Department activities. These documents reported on three training workshops, which were conducted for the students in how to use Excel to create a database, to obtain percentages, and to display the data in an effective manner. Document 43/1/B showed that the students were taught how to coordinate the geometry of a circle with the use of ICT tools; while 50/1/B documented a workshop on the applications of ICT in the teaching of French. Each activity reflects the capability of the school staff in implementing ICT to facilitate teaching practices. From the teachers’ perspectives, the second section of the survey sought to identify the teachers’ ICT skills through an ICT skills self-assessment (Appendix: A). The overall mean of the seventy-one teachers’ items was around 3.9 (out of 5.0). Such an overall mean reflects the teaching staff’s familiarity with ICT use for teaching.

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Figure 6.5 Teacher incorproating ICT in teaching

Figure 6.5 above shows the Geography Teacher engaging with ICT for teaching purposes to explain to her students about the stars and planets. When interviewing the students to gain their perceptions on ICT use, the students expressed an overall satisfaction with the ICT usage in their school; but they also hoped to see more ICT use in teaching. Table 6.6 shows a summary of the students’ perspectives on a number of issues.

The use of ICT devices being used in teaching were addressed in the interview of students. Some teachers used ICT tools extensively, whereas others limited their ICT use to basic applications only. While, all students claimed to have access to the Internet (at school and home), in response to being questioned about the ICT adoption status in their school, the students voiced their desire and aspiration for more ICT implementation across the curriculum. They reported that they used a range of software when completing their homework.

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Table 6.6 Students' Prespectives Students A B C D E

Average 1-3 hours 4-5 hours 7-10 hours 2 hours 8 hours Internet usage / per day Complete Yes / Word, Yes / Word, Yes / Yes / Word, Yes/ homework by PowerPoint, PowerPoint, Searching, PowerPoint, PowerPoint, computer / Internet Internet, Excel PowerPoint , Excel, Email, Word, Excel, software Word, Image Managing Photoshop, Manager, Files, Skype, Messenger, Internet YouTube, Skype Google Earth ICT adoption Sufficient Minimum level Basic only, not A good usage A good usage status in the perfect rate rate school Teaching with Yes / Yes / Yes / Yes / Yes / ICT devices 2-3 lessons a 4-5 lessons a 4-6 lessons a 12-14 lessons a 12-14 lessons a per week week week week week week Students’ ICT 4-5 6-7 6-5 4-5 8-9 abilities: between 1-10

The students showed a positive reaction to the attempts by their teachers to take advantage of ICT tools. Two students reported that their teachers used ICT in their lessons, on average four lessons a week. Yet, twelfth grade students, D and E, reported that their teachers used ICT, on average, in twelve lessons per week. Perhaps this high level of use is not surprising for lessons in the final year of secondary school.The interviewed students were asked to rate their ICT skills on a scale from 1 to 10. They were told that one means a low level of ICT performance and ten means a high level of ICT performance. Nevertheless, overall, as shown in Table 6.6, the students assessed their ICT skills in a positive way.

Further, Principal B and the interviewed teachers were encouraged to express their perception about ICT and its impact on the teaching and learning practices. Both Principal B and her teaching staff illustrated that ICT is a helpful tool that facilitates pedagogical changes which, in turn, improve students’ performance. For example, Principal B expressed her view as follows:

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P/B: In the present day, the role of ICT is important and vital for both the students and teachers. There are many examples of ICT benefits to improve the performance; some of them are speed of completion of work for teachers. As well, the use of the ICT devices offers a number of practical options for teachers to improve their teaching methods, [for example,] the use of PowerPoint and the Internet. Previously, the lessons were boring, but today lessons become more attractive for students. In the past, communication was difficult, but today it has become easier and more effective, whether between teachers and the administration or between teachers and students. Today students are lucky; this technology has allowed them various educational approaches and has changed the shape of the entire educational process (Q/B-P).

Hence, Principal B acknowledged the impact of ICT implementation on teachers’ and students’ engagement and performance. She also recognised the extent of possibilities offered by the use of ICT to support educational learning. Principal B, moreover, pointed out that ICT has changed the shape of the entire educational process. Principal B and her teachers also described ICT implementation as a powerful strategy to prepare and equip students with essential ICT skills. Hence, it can be concluded that ICT is perceived as a powerful tool that causes positive change in teaching and learning practices.

In summary, this section addressed the third research question: To what extent has ICT been adopted in school B and how ICT is perceived in schools? The school Principal, five teachers, and five students were asked to provide information on the extent of ICT adoption in their school. The Principal and all the teachers agreed that the ICT devices were used by many teachers in their teaching practice, with some ICT applications being used on a daily basis. Perhaps illustrating this point, the students showed an effective engagement with ICT. Therefore, it can be concluded that the extent of ICT use in School B is advanced, especially in comparison to other Kuwaiti schools. This outcome reaffirms naming school B, by the district supervisor, as one of the leading schools in ICT.

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6.5 The Impact of the School Principal’s Leadership Practices on ICT Embedding

This section addresses the fourth research question: What are the impacts of leadership practices of school principal on ICT embedding in schools? In response to this direct question, the teachers provided qualitative data that could be used to further explore the impact of the leadership practices of school principals. The teachers’ perceptions of these practices on ICT embedding are discussed below. Table 6.7 captures the views of teachers A, B, C, and E. Teacher D’s views, however, have been excluded as she responded with a single sentence that reflected her recognition of the impact of the principal’s leadership practices on ICT embedding.

The interviewed teachers all acknowledged the importance of leadership practices of the school Principal. For example, Teacher A pointed out that the Principal’s interest in ICT uptake led to more positive impacts on the ICT embedding processes. Additionally, her Principal strove to establish and support ICT in the school. According to Teacher A, these outcomes reflect the effectiveness of the Principal’s leadership practices for embedding ICT. Similarly, Teacher C added that the Principal worked effectively to provide the requirements for the ICT embedding. Teacher B suggested that the Principal’s motivational practices contributed to effective ICT embedding, as well as creating positive competition among the teachers in the use of ICT. Teacher E provided a brief outline of the most influential factors for the diffusion of ICT in the school, namely: the motivational and supportive activities of the Principal, as well as her furnishing the teachers with their ICT requirements. From the aforementioned findings, it can be determined that the Principal followed a number of effective strategies, namely: (a) Encouragement; (b) Support human and material needs; and (c) Provision of guidance and instructions in order to achieve the maximum positive impact on staff. Such continuity of practices led to the recognition by staff of its impacts, as shall be noted. Again, the efforts made by the Principal to improve the ICT uptake in her school were signals of her effective characteristics in a culture where the principal’s power, the bureaucratic culture and hierarchical system must be maintained.

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Table 6.7 Teachers' Preception of School Principal's Ledership Practices Impact on ICT Embedding

Teachers Teacher’s perceptions of the leadership practices of their school principal on ICT embedding processes Teacher A The leadership practices of Principal have a great role in embedding ICT. These leadership practices promote the use of ICT in many ways, through encouragement, persuasion, and follow-up discussions. The Principal supported and showed interest in ICT. I think that providing more support and financial contributions positively promotes the use of ICT into the school’s daily teaching activities (Q/AG/B) Teacher B There is a clear impact from the leadership practices of our school Principal on ICT …the teachers are affected by such behaviour…due to the amount of praise received by a teacher who uses and the favourable light in which the Principal views the teacher as a result there is competition among the teachers (Q/BG/B) Teacher C There is an obvious impact of the leadership practices of the school Principal on the use of ICT in the school. The biggest impact is through the attention of the Principal and her relentless pursuit to provide the requirements of ICT embedding processes (Q/CG/B) Teacher E I believe there was a positive impact from the leadership practices of the school Principal on the uptake of ICT in our school. This was reflected by the effect on motivation and the desire of teachers to use ICT…There were a number of reasons for the significant impact and the spread of a culture of ICT use in our school. They are: a. the induction and persistence of the stimulus by the Principal on the use of ICT; b. the employment of a computer science department to support the school technologically; and c. the supplementation of the possibilities and requirements of ICT embedding (Q/EG/B)

To obtain further details, the five teachers were interviewed and asked to give their opinions as to the most important leadership practices that a principal needs to demonstrate to facilitate embedding ICT in a school. The teachers proposed a number of practices which underlie the framework of this study. For example, one concern was that the principal needed more authority and autonomy to effectively lead the school. For example, Teacher B reported the teachers’ need for more support to advance their ICT practices, suggesting a greater autonomy to be given to the Principal to motivate staff both financially and morally. Teacher E suggested (and this was affirmed by the Principal) that more funding should be given to the school, and that the principal extend and manage the financial incentives and support. Indeed, the Principal and the teachers agreed that they needed more support from the Ministry of Education to further embed ICT within the teaching program. The Principal also asserted that she needed greater authority on certain matters, such as conducting the PD programs, and the maintenance and purchasing of ICT equipment.

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The teachers’ interview data support Principal B’s claim for more autonomy and authority. It also provided evidence of the teachers’ perceptions of the impact of the Principal’s leadership practices on ICT embedding. From their perspective, teachers A, B, C, and E concluded that effective leadership practices were being used by the Principal, and that these were having a positive impact on the ICT embedding processes.

6.6 Summary of Chapter

In this Chapter, the data collected from school B were obtained through semi- structured interviews with the school Principal, a group of five teachers, and a group of five students; as well as in addition to documents, field notes, and survey data. Each research question and the analysed data were presented separately.

Overall, Principal B appears to effectively perform the five constructed components of the framework of this study, namely: (a) Finance Management; (b) Setting Direction; (c) Developing Staff; (d) Building Collaboration, and (e) Principal Agency. Further, her responses aligned with the effective leadership practices for embedding ICT in schools. Additionally, some of the constraints caused by the Ministry of Education’s regulations seem to present a range of challenges when embedding ICT into the school system. Such constraints include: low financial support, restrictions on creating alternative sources of income (e.g. seeking support from parent or collecting donation from staff), and restrictions on managing PD activities.

Documents and field notes also supported the Principal’s comments, as did most of the data from the teachers’ interviews. Only one Teacher (A) commented negatively on their Principal’s leadership practices; this involved problematic communication skills (Section 6.3.2) related to difficulties understanding the ICT goals. However, all teachers acknowledged their Principal’s efforts and strategies to embed ICT into the school.

Importantly, the teachers’ ICT skills self-assessment survey data showed that most of the teachers’ ICT skills abilities were positive (Appendix: A). Further, the teachers appeared to have no difficulties in using ICT in their teaching. In addition, data from the

207 students’ interviews articulated an overall satisfaction with the ICT engagement in their school. Their insight into the use of ICT in their learning, along with the advanced engagement and uptake of ICT, affirms the ICT status within the school’s teaching program. As a result, it can be corroborated that Principal B is practicing the effective leadership practices proposed in this study.

The Chapter 7, the final Chapter of this dissertation, presents the discussion and conclusion of the study. Firstly, the results are discussed, followed by a reflection on the study. Next, the contributions from the research results are outlined. The limitations of the study, together with suggestions for future research, are presented.

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Chapter 7 Discussion and conclusion

7.1 Preview

In 2002, the Kuwaiti Ministry of Education decided to introduce ICT into their education system. However, no action plan, clear strategies or guidelines were available for school principals to follow in embedding ICT into daily practice. Thus, the responsibility lay with each principal required to develop their own strategies in a context where there was limited previous engagement with ICT. For example, there had been no specific Kuwaiti national trials or research examining the uptake of ICT in schools. As a consequence, the principals had to rely on their own initiatives, with innovative and effective leadership being paramount to support such a radical change. Although much is known about supporting innovation (e.g., Rogers, 2003), less is known, particularly in the Arabic world, about the specific leadership characteristics needed by principals charged with embedding ICT into their schools. Indeed, a significant gap exists in the research literature, with international calls being made for further research into leadership and ICT implementation (Anderson & Dexter, 2005; Mumford & Licuanan, 2004; Schiller, 2002).

There had been no research into the practices of those early adopter principals relating to leading ICT change in Kuwait (Almajdi, 2006; Rogers, 2003). Consequently, school principals’ leadership practices for embedding ICT needed to be mapped to gain an understanding of the current situation, as well as to provide support to enhance the transformation processes. First, within any school, including those in Kuwait, the role of the principal is very important. Their leadership sets the standards that are then reflected in the way teachers teach, the way students learn, and the processes that underpin such teaching and student education. Second, the principal’s leadership practices for embedding ICT appear to determine the success or failure of the process. The current study, therefore, addressed these issues in two Kuwaiti Secondary schools. This Chapter provides a comprehensive overview of the study.

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7.2 Overview of the study

To address the research problem related to leadership practices and ICT embedding in Kuwaiti Secondary schools, four research questions were developed:

1. How do school principals perceive their leadership practices for embedding ICT in relation to school management, learning and teaching practices? 2. How do teaching staff perceive the principal’s leadership for embedding ICT in Kuwaiti Secondary schools? 3. To what extent has ICT been adopted in school A and B? 4. What are the impacts of the leadership practices of the school principals in terms of ICT embedding in schools, as perceived by the staff?

The first research question sought to identify the leadership practices employed by the two participating principals to embed ICT into their school (Section 3.11). The second research question sought the teaching staff’s perceptions of their principals’ leadership practices for embedding ICT. Hence, the rationale for the second question was to serve for triangulation purposes, and to corroborate the principals’ claims. Therefore, the first and second questions were related and, thus, are addressed together in the next section. The third research question sought: (a) to provide evidence of ICT adoption in the participating schools, which also served a triangulation purpose; (b) to provide descriptive information on the participating schools’ ICT engagement, and how ICT was employed, indicatively, in the Kuwaiti context; and (c) to document how ICT was viewed in the schools. In the current context, the data addresses the third research question, and thus provides an ICT-educational benchmark model for Kuwait. Such information assists in the identification of opportunities for more ICT improvement. On the other hand, the fourth research question was developed to document the teaching staff’s perception of their principals’ leadership practices, and how these practices impact on ICT embedding.

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7.3 Principals’ and Staff’s Perceptions of Leadership Practices for Embedding ICT

This section presents a synthesis and analysis of the findings from Cases A and B, in relation to the principal’s and staff’s perceptions of the principal’s leadership practices for embedding ICT. A description of the two principals’ practices is provided to identify the distinctiveness of each principal’s leadership strategies to improve ICT implementation. The following discussion is set within the existing literature on leadership practices, while the five components of leadership practices (Finance Management, Setting Direction, Developing Staff, Building Collaboration, and Principal Agency) are derived from the literature.

7.3.1 Finance Management

The major findings within the Finance Management component relate to its subcomponents, namely: (a) managing the school budget; and (b) providing ICT infrastructure. Importantly, the engagement with change, and particularly the adoption of resource demanding initiatives, such as ICT, requires careful planning and financial management. Table 7.1 presents a summary of the major strategies used by both principals to demonstrate the Finance Management component.

The first key finding was that both principals were committed to managing the financial support available to facilitate their school program (Sections 5.3.1& 6.3.1). They also demonstrated a special interest in ICT by prioritising ICT requirements and providing ICT infrastructure (Sections 5.2.1 & 6.2.1). However, only Principal A demonstrated risk-taking practices, a common characteristic of transformational leaders (Fullan, 2002c). Indeed, the salient characteristic of Principal A was his willingness to challenge the authority of the Kuwaiti Ministry of Education for the benefit of the School (Section 5.2.1). In contrast, Principal B displayed a different and strategic approach to managing the low income status of the School, namely her ability to enlist the support of other parties to provide funding (Section 6.2.1). Within Kuwait, the Ministry of Education regulates the income of all schools; the Ministry also prohibited

211 the principals from seeking support from students’ parents to maintain the relationship boundaries between the school and parents (Al-Dafiri, 2006).

Table 7.1 Outline Of Principals Practices with Respect to Finance Management Component

Finance Principal A Principal B Management Managing school . Sought support from donor “parent” . Managed and organised financial budget to increase the school income “taking support from local businesses. risk”. . Provided staff with their pedagogical . Provided staff with their pedagogical needs by asking staff to report their needs by asking staff to report their requirements. requirements. . Formed financial committee in school . Complained of lack of autonomy to to help manage the budget. organise the income of the school. . Complained of the lack of autonomy to organise the income of the school. Managing building . Prioritised ICT infrastructure by . Prioritised ICT infrastructure by maintenance and seeking support, particularly for ICT seeking funds particularly for ICT ICT infrastructures equipment. equipment. . Formed a committee to follow up . Overrode some bureaucratic obstacles maintenance activities in school related to maintenance work by directly . Managed some ICT maintenance managing maintenance activities in activities. school.

The participating principals described these regulations as constraints that reduce their capacity to organise financial support from the local communities. These constraints also prohibited the teachers from asking their students to provide equipment or materials. Further, the rules that proscribed staff from seeking financial support appeared to deter the teachers from actively employing ICT in their teaching (Section 5.3.1). Indeed, ICT is expensive and potentially a drain on the school’s budget, especially when no special funding is allocated specifically for ICT implementation. Insufficient funding raised obstacles that inhibited the implementation of ICT across many countries. For example, Pelgrum’s (2001) study (across 26 countries) investigated the obstacles that deter ICT adoption by educational practitioners. The major obstacles were identified as a lack of materials, resulting from a lack of funding. Further, Paterson (2007) found that the costs of ICT in developing countries related to “constrained budgets...[and] financial allocations” (p. 98). The funding and support of the full costs of ICT implementation also includes human resource development.

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Specifically, the uptake of technology by teachers may be inhibited when enthusiastic teachers, who spend considerable time preparing resources, reach a saturation point, and perceive their efforts as worthless (Watters, 2002). Consequently, support for maintenance equipment and technology is important for ICT embedding success. Both principals overcame the Ministry’s imposed constraints; this result indicates that the principals were trying to go beyond the norm by adding value to the ICT implementation. Their complaints about the lack of autonomy were valid, and are consistent with the results from Birinic and Kabakci’s (2007) Turkish study. These principals also lacked the autonomy to purchase and arrange the ICT activities. The similarities in the findings can be attributed to the shared cultural features between Kuwait and Turkey. The Ministry of Education promised to support all secondary schools with new ICT infrastructure which indicates a promising future for ICT in Kuwaiti schools (Section 2.2). However, the issue of financial difficulties does need to be addressed by the policymakers.

Despite these restrictions, the two principals were able to successfully manage and organise the necessary support needed for embedding ICT in their schools. Their strategies were effective. For example, Principal A formed a committee to manage the school’s financial matters. As a consequence, the staff became involved in making decisions related to the School’s budget (Section 5.2.1). He also empowered his staff by allowing their involvement in making decision which increases their trust and commitment (Section 5.3.1; see also Bass & Riggio, 2006; Liontos, 1992). Importantly, the strategy provided a sense of autonomy and competence, resulting in an improvement in staff motivation. As indicated elsewhere (e.g., Deci & Ryan, 2002), the strategy also provided a sense of relatedness, which is a positive contributor to staff motivation and morale. In contrast, Principal B overcame the School’s budget limitations by successfully organising support from local organisations, which provided ICT equipment, such as laptops and desktops (Section 6.2.1).

Significantly, the second key finding, from the Educational Statistical Group (Ministry of Education, 2009/2010), was that both schools, between 2009 and 2010, had far better computer-student ratios (1:3) compared to the national average (1:7).

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Additionally, the schools had a better than average number of computer labs, with both having four labs each; the average computer lab number in Kuwaiti secondary schools was around two labs. Such ratios reflect the effectiveness of both principals in providing the needed ICT infrastructure to enable the ICT embedding. The principals also prioritised the embedding of ICT, another indicator of effective financial management. Nevertheless, the lack of capital expenses for technology inhibited ICT embedding. The principals’ roles in managing the school budget and the ICT infrastructure are important.

These findings are consistent with a number of other studies (e.g., Davis et al., 2005; Mendez- Morse, 1992; Mumford & Licuanan, 2004). As indicated in the current study, the school budget is linked with pedagogical needs and school activities (Fisher and Friedman, 2008). Confirming this result is Yee’s (1999) findings that the principals of ICT-enriched schools (across three nations) played a vital role in managing the school budget. Consequently, the principals’ practices in managing financial matters, and meeting the material or infrastructure needs required for successfully embedding ICT had a positive influence on the ability and motivation of their staff to incorporate ICT into their teaching. In the current study, the data from the large-scale teachers’ survey were analysed to identify the degree of consensus across each school in relation to the Finance Management component (Appendix: A). The teachers indicated that the principals were positively performing in this area (Sections 5.3.1& 6.3.1).

Further evidence of Principal B’s effective strategic management, which is presumably a rarity in Kuwait, is the establishment of an open Media Centre, with 15 computers, three printers, a DVD player, and a large LCD television. The characteristics displayed by the principals showed them to be dynamic in nature, while the principals’ roles appeared to be actively interacting. Section 7.3.5 presents a discussion of the principals’ strategies for encouraging teaching staff to link the use of ICT into teaching and learning practices. Section 7.2 also presents a diagnosis of the ICT use in the participating schools; this discussion gives a vital image of how ICT was employed to enhance the schools’ teaching, learning, and administrative practices.

In summary, to avoid the implications of insufficient funding for ICT embedding processes, it appears that the principals needed to go beyond the school wall and seek

214 support from the local organisation. Additionally, principals needed to prioritise the ICT requirements and provide ICT infrastructure. Hence, the Finance Management component and its subcomponents are vital for successfully embedding ICT.

7.3.2 Setting Direction

The major findings for the Setting Direction component were related to its subcomponents, namely: (a) building a sharing vision; (b) fostering an agreement; (c) providing motivation; and (d) setting a high performance expectation. Table 7.2 displays a summary of the major strategies employed by both principals to exhibit Setting Direction component.

The first key finding was that the principals were positive in their approach to achieving the ICT vision. For example, Principal A allowed his staff to participate in formulating action plans that were needed for the ICT vision. Further, as well as communicating the vision, he also became a key promoter of the vision, reflecting his firm commitment to embed ICT (Section 5.2.2). Further, he co-opted help from experts to explain the ICT vision to his staff. At the same time, he emphasised the importance of ICT embedding by explaining the benefits that would accrue to both the teaching and learning of ICT, as well as the future benefits to be enjoyed by the students and the country. Principal A’s approach to building a micro-vision for his school was evident in his desires and actions to advance the vision to all school staff.

While taking a slightly different approach, Principal B also upheld the Ministry’s vision. She continuously reminded the staff of the importance of ICT embedding (Section 6.2.2). In this instance, however, Principal B achieved a successful outcome through the use of the School Board. For example, she reminded the Heads of Department that their role included articulating the ICT vision into the school vision. Her approach to the need for change involved the maintenance of a hierarchical structure and control. One important aspect was the compatibility between Principal B’s hierarchical structure maintenance and her leadership effectiveness (Section 4.3.1), which aligned with Cameron et al.’s (2006) framework of competing values. Indeed, effective leaders appear to demonstrate an interest in maintaining hierarchical structure,

215 order, and control during the introduction of innovation. The Principal of school B had a large number of staff and students, and so she might have found it necessary to maintain the school’s structure. On the other hand, Principal A was more flexible in his leadership style by allowing the staff to be involved in making decisions through their votes and their involvement in the school’s teams and committees (Section 5.3.2). In this alternative behaviour attribution, it is the culture where the principal’s power, bureaucratic culture and hierarchical system are usually maintained (Section 2.2).

Both principals had strategies that established an effective shared vision. The importance of building shared subcomponents was seen in Principal A’s ability to promote and improve the staff’s understanding of the vision, as well as improve their relationships and working conditions. Therefore, a principal’s leadership practices in building a shared vision appeared imperative for success.

The principals’ roles in building a shared vision were consistent with Leithwood et al.’s (2006) model of effective leadership practices, and LaBonte’s (2005) study, which also asserted the importance of building a shared vision. Without a clear vision, the teachers tend to suffer from ambiguity and uncertainty, resulting in a failure to change. As Avolio (1999) highlights, a principal’s leadership role in building a shared vision involves creating a sense of joint mission. Therefore, idealised influence is demonstrated by creating a sense of confidence in the shared vision. In this category, the principal also needs to ensure a sense of direction, purpose, and trust, which is frequently provided to followers (Avolio, 1999; Huse, 2003). The current study found that the principals built a shared vision, which enabled them to create value and confidence among the school community. Additionally, a shared vision helps to raise the teachers’ awareness of the goals and the future directions for the school, as well as the students’ learning. Such a positive outcome reduces the resistance to change by the staff (Wedel et al., 2007).

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Table 7.2 Outline Of Principals Practices with Respect to Setting Direction Component

Setting Direction Principal A Principal B Building a shared . Defined vision, goals and benefits of . Planned the vision so that the staff vision ICT vision. would gradually come on board and embrace the ICT vision. . Staff involved in decision-making and formulating action plans needed for ICT . Discussed vision within the School vision. Board membership. . Went beyond communicating the . Gave examples of the benefits. vision to be a key promoter of the vision. . Discussed the vision and upheld the . Hosted experts to provide essential vision by reminding staff of the information about ICT to staff. importance of ICT. Fostering . Staff involved in decision-making and . Led discussions in School Board agreement expressed their views. meeting about the ICT benefits. . Capitalised on staff views and . Capitalised on the School Board ingrained democratic style. members’ views. . Overrode bureaucratic culture and . Allowed all staff to express their hierarchy by closely working with all concerns staff. . Maintained the hierarchical organisation. Providing . Largely relied on external motivational . Inspired the staff’s desire to learn motivation approaches by emphasising Bonus about ICT by identifying the benefits of Rewards. ICT knowledge for their personal and professional benefit. . Built interpersonal relationships with staff to facilitate influence. Setting high . Raised own expectations over time. . Provided challenges for staff by expectation . Expected staff to initiate new raising the expectation of ICT use in approaches in teaching with ICT. teaching practices.

The second key finding was that both principals were effective in leading discussions on the ICT vision. They also provided accurate information on how and why ICT should be used in the teaching and learning. Such practices help to increase awareness of the teachers’ ICT concerns about its adoption (Hall & Loucks, 1977; Hall & Hord, 1987). The principals also improved their success by capitalising on the views of the staff. For example, Principal B allowed her staff to contribute to the discussions on the ICT vision; she maintained the hierarchy of the organisation by emphasising the School Board members’ roles in accommodating the vision (Section 6.2.2). However, this approach had a negative impact on one teacher’s understanding of the ICT vision; Teacher A/B expressed a sense of ambiguity about the ICT goals. In contrast, Principal

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A’s strategy was effective as it established an agreement among staff on the ICT vision. He encouraged staff to become involved in decision-making; he also allowed them to express their views by “voting” on the decisions (Section 5.3.2). Further, he created harmony among the staff by leading discussions on the vision and investigating the school’s circumstances at the time. His willingness to break with the established culture of bureaucracy and hierarchy also portrays an effective characteristic of transformational leadership (Bass & Riggio, 2006).

In this current study, the fostering of an agreement among staff on a shared ICT vision was highlighted as an effective practice that helps drive the whole school towards achieving its goals. To this end, the principals needed to institute discussions and communications regarding the potential benefits and problems of the vision (Leithwood et al., 2006). As such, there was, first, the need to raise awareness of the vision; second, there was the need to convince the teachers that the purpose of the vision had merit; and, third, it was essential to inform the teachers of the benefits of embedding ICT (Cameron & Green, 2004; Eisenbach et al., 1999; Rogers, 2003). Hence, the principals’ practice of communicating the ICT vision and fostering agreement among staff were essential leadership practices, which affirms Leithwood et al.’s (2006) model of effective leadership practices. The principals’ emphasis on communicating the vision maximised the teachers buy-in (Section 3.6.1) (Kotter, 1996). The results also confirm those of Mohammad et al. (2011), that effective communication supported teachers as action researchers (e.g. in a new CPD (Continuing Professional Development) in Kuwait). Moreover, Alharbi's (2012) study investigated teachers' perception regarding ICT usage in Kuwait. The primary school teachers involved in this study claimed to lack clarity and instructions of how and why ICT should be used in classrooms. Such findings highlight the effectiveness of the leadership practices of both principals (A and B) in relation to providing instructions and clarify ICT use.

The third key finding was that neither principal had a written motivational strategy (Sections 5.2.2 & 6.2.2). Rather, they used multi-motivational approaches to encourage their staff to adopt ICT in their teaching practices. For example, Principal A tended to rely largely on external motivational approaches (Section 5.2.2), which

218 emphasised the bonus “reward”. On the other hand, Principal B seemed to be most effective in motivating her staff by acknowledging their efforts in experimenting with ICT; this approach encouraged them to explore and initiate ICT activities further. From an intrinsic perspective, Principal B appeared to be aware of the importance of raising her staff’s aspirations to learn about ICT for their personal benefits. Indeed, she demonstrated her leadership skills by enhancing personal relationships with all staff to facilitate her motivational influence, which expressed a sense of relatedness with the staff. Such a sense is one of the basic needs that must be met to encourage the staff to become committed (Deci & Ryan, 2002). Motivation was, therefore, a key factor in encouraging teachers to achieve the change goals (ACCEL-TEAM, 2009; Covington, 2000).

Such motivation can be intrinsic or extrinsic. Both motivational factors can stimulate the staff’s desire and energy to be interested in, and committed to, a job, role, or subject, and to exert persistent effort in attaining that a goal (Sinclair, 2003). As a consequence, the current research focused on the intrinsic and extrinsic motivational forms that helped the principals to motivate their staff to incorporate ICT into their practices (Section 3.10.2). The findings showed that Principal A tended to employ extrinsic motivation to increase his teaching staff’s commitment to embed ICT. On the other hand, Principal B seemed to incorporate both forms of motivational approaches. However, effectively motivating staff to adopt ICT is a difficult challenge for principals (Barnes, 2005; Evans, 1999). Although the principals had not discussed the time factor needed to embed ICT. However, their claims to continuously promote an ICT vision and their efforts in motivating teachers, over an extended period of years, acknowledge the time dimension necessary for change. Such dimension was emphasised by Roger’s (2003) change theory. In the current study, it appears that both principals met the challenge in different ways. Nevertheless, as shown by Principal B’s motivational practices, it is essential to raise the staff’s willingness, through motivation, to adopt and learn more about ICT and to embed ICT into their daily teaching practices.

The fourth key finding related to setting a high performance expectation; this expectation challenged staff performance and the status quo. At the same time, it

219 motivated and offered them great opportunities to explore their abilities in demanding circumstances (Leithwood et al., 2006; Hopkins, 2008). As Leithwood and Jantzi (2005) argue, transformational leaders identify opportunities to model and discuss expectations as having the greatest effect on engaging teachers, who become “...motivated by goals which they find personally compelling, as well as challenging but achievable” (p. 39). Both principals had raised their expectations and had provided challenges for the staff in relation to ICT use. This strategy encouraged their staff to use their initiative when incorporating ICT into their lessons. Principal A also recognised that his expectations had been rising over time. In contrast, Principal B sought to keep pace with ICT development, which, in turn, provided continuous challenges for the staff to meet. Nevertheless, both principals were able to set high expectations by providing clear instructions on how these expectations were to be met; they also encouraged their staff to explore their potential by raising their own individual expectations (Leithwood et al., 2006). The current study confirmed the findings of Murphy et al. (2006). Thus, the principal’s emphasis on high performance expectations maintained the logic of school improvements raised the teachers’ motivation. It also provided challenges to learn and, at the same time, ensure that the school community acted “in a similar manner” (p. 29).

Further, to identify the degree of consensus across the school, in relation to the Setting Direction component, the data from the teachers’ survey were analysed (Appendix: A). The results show that the teachers held a positive view of the efforts of both principals in fostering consensus. The means for the teachers’ responses were 3.95 for school A and 4.15 for school B. Although, the teaching staff in both schools positively rated their principals, Principal A’s strategies seemed to be more effective in promoting the ICT vision than Principal B. His approach focused on emphasising the importance of ICT, while also explaining the benefits of embedding ICT, the animation it would engender in the students, and the future benefits that would accrue to the country. Principal A worked closely with all staff, encouraging them to become involved in decision-making and giving them the freedom to express their views (Section 5.2.2). Such actions are unusual in a culture that is dominated by power maintenance and the hierarchical system (Section 2.2). In contrast, Principal B preferred to lead her school through the actions of the School Board, as well as highlighting the role of the Heads of

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Department to collectively manage the school (Section 6.2.2). Further, she appeared more effective in using multi-motivational approaches (intrinsic and extrinsic) to stimulate her staff to use ICT; Principal A relied more on external motivational stimuli. Despite these distinctive leadership practice variations, both principals demonstrated strategies aligned with the setting direction component and its subcomponents. Hence, high levels of staff engagement were noted when these principals set directions for embedding ICT.

7.3.3 Developing Staff

The major findings of the current study related to Developing Staff involved its subcomponents, namely: (a) providing individual consideration; (b) providing individual professional development opportunities; (c) supervising professional development activities; and (d) providing an appropriate model of ICT use. Table 7.3 shows the major strategies used by both principals to demonstrate Developing Staff component.

The first key finding showed that both principals were concerned about the individual knowledge and skill differences of their staff (Sections 5.2.3 & 6.2.3). However, Principal A appeared to use multiple strategies to address the gap in his staff’s knowledge and skills, including: discussing, persuading, exchanging ideas, offering alternatives, giving examples, and providing individual support (Section 5.2.3 ). Principal B identified financial support as the way she increased her staff’s ICT knowledge (Section 6.2.3). Both approaches illustrated individualised consideration and concern for the needs of each staff member, as well as the needs and feelings of the school community (Hoy & Brown, 1988).

Nevertheless, following Leung et al.’s (2005) use of participatory action research to engage all teachers in capacity building in a Hong Kong school, their strategies were successful in schools confronted with the introduction of ICT, and staffed with teachers whose interest and skills in ICT were limited. It appeared that their encouragement provided the teachers with a sense of competence, a basic need that must be met to make the staff committed and feel confident to positively interact with the ICT embedding

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(Deci & Ryan, 2002). The current study also confirms that, in order to meet PD individual needs, the principals must recognise, and reduce their staffs’ individual differences in ICT skills and knowledge. These results confirm the findings of Leithwood et al. (2006), Yee (1999), and Mendez-Morse (1992), which are related to effective leadership practice for ICT leading change. Specifically, Yee (1999) found the recognition of individual differences, that is, staff strengths and weakness, as an indicator of effective leadership practices. This recognition provides clear insights into staff capacities, which can then be improved accordingly. Importantly, the current study shows similarities in the leadership practices of two Kuwaiti principals with those practices identified in previous studies undertaken in Western countries, despite the different cultures, priorities, economies, and political systems.

The second key finding related to the need for principals to demonstrate an interest in providing individual professional development opportunities. The evidence, presented in Sections 5.3.3 and 6.3.3 , confirms that both principals provided individual development opportunities for teachers by suggesting, supporting (morally and financially), and managing school-based PD activities. Further, they affirmed their willingness to improve ICT knowledge among staff by confronting constraints imposed by the Ministry of Education on PD activities. Additionally, they worked to raise the level of competence among the staff by building continuous-learning processes, specifically through individualised PD opportunities. According to the self- determination theory (SDT) (Deci & Ryan, 2002), this approach is important in motivating staff to achieve their goals. The principals’ leadership practices were effective as they enabled the Computer Science Department to take a supporting role in improving staff ICT knowledge. This strategy was a novel approach as, in the Kuwaiti context; the Computer Science Department (a teaching department) does not usually function in a support role for the school. However, the principals enabled the department to successfully move from a teaching only department to an essential ICT support role in the school (Section 5.3.3 & 6.3.3). Such influence on the Computer Science Department highlights a transformational leadership characteristic (Fullan, 2001).

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Table 7.3 Outline Of Principals Practices with Respect to Developing Staff Component

Developing staff Principal A Principal B Providing . Used multiple strategies to address the . Recognised individual differences. individual gap in staff knowledge and skills: . Financially supported staff to increase consideration discussing, persuading, exchanging ideas, their ICT knowledge. offering alternatives, giving examples, providing individual support. . Provided individual ICT PD supports. Providing . Provided individual PD opportunities by . Provided individual PD opportunities individual PD suggesting ICT PD activities. by suggesting ICT PD activities. opportunities . Supported and encouraged all PD . Supported school-based PD activities activities in the school. within the School. . Supported the educational technology . Enabled the Computer Science specialist who, in return, supported the Department to take a supporting role in whole school in ICT matters. improving staff ICT knowledge. . Enabled Computer Science Department to . Scheduled meetings for department to take a supporting role in improving staff exchange ideas and experiences. ICT knowledge. Supervise PD . Evaluated PD activities by personal . Personally followed up PD activities activities attendance and studying feedback of in school. participants. . Developed framework for PD and . Conducted PD activities in school to show coordinated all PD activities in the the importance of exchanging experience School. and sharing knowledge. . Conducted PD activities in the School to show the importance of exchanging experience and sharing knowledge. Providing an . Used ICT in personal administration . Used ICT in personal administration appropriate tasks. tasks. model of ICT use . Contacted staff by email. . Distributed some ICT related tools for . Offered some ICT tools. staff and explained how they worked. . Localised ICT in his activities. . Used ICT devices in front of staff to model the way. . Attended school forums. . Used email to communicate with staff, parents and student.

The current findings confirm Yee’s (1999, p. 175) observations that the principals of ICT-enriched schools “have developed policies that allow both teaching and support staff to access professional development opportunities such as substitute coverage or funding for workshops and courses”. Yee’s study, conducted across Canada, the United States and New Zealand, also showed the importance of providing individualised PD. The current study’s confirmation of the importance of such leadership practices highlights the universal nature of these leadership practices. Further, the current study also identified that the staff acknowledged their need for further ICT PD support, again affirming a similar observation made by Mohammad et al.’s (2011) work in Kuwait.

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Mohammad et al. (2011) acknowledged the need for continuing, non-stop professional development activities to enhance staff skills, especially those needing to incorporate ICT elements into their teaching practices. The current findings corroborate that, at a national level in Kuwait, principals provide the opportunity for individualised development. Hence, it can be argued that school principals play an important role in providing individual development opportunities for teachers to improve their skills. This leadership quality is especially important when embedding ICT as “the technology changes in nature more rapidly, becomes more sophisticated and converges with other technologies” (Lee & Winzenried, 2009, p. 12).

The third key finding related to the principals’ proactive supervision of the PD activities, including coordinating, managing, and supporting the activities. Importantly, Principal A used an evaluative strategy to evaluate the PD activities; the strategy incorporated personal attendance at the activities, and the assessment of feedback from the participants (Section 5.2.3). Indeed, the most salient feature was Principal A’s interest in personally attending the PD activities, which is an uncommon practice in a culture where the principal’s power, boundaries and hierarchical system are usually maintained (Section 2.2). Nevertheless, his behaviour helped encourage the staff to attend and participate in the PD activities. Further, the data (see Table 7.4) shows clear evidence that his supervision of the professional development activities was a most effective leadership practice (Table 7.4).

Table 7.4 Comparison Between School A and B of ICT PD Sessions Attended By Staff

Attendance at ICT PD sessions School A School B

More than one and less than four 70.2% 84.5% Between five to ten 21.6% 11.2%

More than eleven 8.1% 4.2%

From Table 7.4 , it is clear that the teaching staff of school A were highly engaged in, and motivated to, attend the ICT PD sessions (attending more than five sessions) than the teaching staff in school B (attending less than four sessions). Thus, Principal A’s

224 interest in, and personal attendance at, the PD activities was very influential in the teachers’ attendance. Indeed, both principals acknowledged the importance of displaying the exchange of knowledge and information on the staff’s behaviour through their attendance at the workshops. Effective principal leadership practices include supervising and governing professional development activities (that is, monitoring, managing and evaluating such activities) (Kozloski, 2006). This involvement leads to a successful outcome from the professional development activities. Consequently, the first task of the school principal is to create the right climate in which school-wide staff development can take place. Without the provision of a plausible, creative, and positive environment for staff development processes (Kydd et al., 1997), the adoption, knowledge and skills of staff for ICT embedding will not be achieved (Ely, 1990; 1999). The strategies followed by both principals include taking responsibilities for, and campaigning, organising, supporting, managing, and modelling the professional development of their staff, were essential for eliminating the negative impact of staff with limited ICT knowledge and skills.

The fourth key finding acknowledged that both principals deliberately modelled the expected ICT behaviour for their staff, which aligned with providing the appropriate model of ICT use subcomponent (Sections 5.2.3& 6.2.3) (Leithwood et al., 2006). Principal B, for example, effectively demonstrated her modelling by distributing ICT related tools to the staff, and explaining how the tools were used. Her more salient characteristics were her willingness to attend school forums and her use of emails to communicate with the parents and the students. Such behaviours stimulate the staff to follow the principal’s behaviours, using ICT in their daily teaching practices. These practices ensure that their modelling behaviour is easy to follow, confirming the findings of Cameron and Green (2004), Day (2003), and Kotter (2007). The two principals symbolically walked the talk (Kotter, 2007). Thus, the current study showed effective leadership practices being displayed by both principals for ICT embedding.

The data from the large-scale teachers’ survey were analysed to determine the degree of consensus across the school in relation to the principals effectively Developing Staff component (Appendix: A). Thus, the results showed that the teachers held a

225 positive view of the efforts of the principals in this component. The means were 3.76 for school A and 3.79 for school B (out of five). The principals were viewed by their staff as effectively managing the Developing Staff component and its subcomponents, as well as successfully providing relevant instructions (e.g., their supervision of the PD activities). The principals were described as effective leaders who supported their staff (e.g., to develop their skills, and help them grow professionally). However, there were differences and similarities in their strategies. For example, Principal A used multiple strategies (discussing, persuading, exchanging ideas, offering alternatives, giving examples, and providing individual support) to address the gap in individual staff ICT knowledge and skills. In addition, Principal B took additional action to further enhance staff capabilities, including individual financial support to develop ICT related skills. The data confirmed the principals’ willingness to improve ICT knowledge among staff. They confronted the constraints on the PD activities imposed by the Ministry of Education that centralised the long-term PD programs to be only conducted by THDS (Section 5.2.3).

To sum up, both principals demonstrated effective leadership by facilitating the Computer Science Department to take a supporting role in relation to the ICT implementation. While both principals showed their effectiveness in supervising PD activities, Principal A’s salient attribute was his interest in personally attending the PD activities. Such a practice is not typical within the Kuwait culture, where the principal’s power, boundaries and hierarchical systems are usually maintained. Both principals modelled the expected behaviour by locating ICT within their own daily practices. However, Principal B led by participating in, and attending, the school forums and using the email to communicate with the students and parents, while Principal A used multiple strategies (as discussed above). Importantly, both principals exhibited and effectively exercised the Developing Staff component and its subcomponent practices to professionally develop the staff ICT knowledge and skills.

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7.3.4 Building Collaboration

The major findings for the building collaboration component related to the four subcomponents, namely: (a) building a collaborative culture; (b) building teams; (c) solving problems; and (d) connecting the school to the wider environment or “other schools”. Table 7.5 presents the major strategies incorporated by principals to exhibit the Building Collaboration component.

Table 7.5 Outline Of Principals Practices with Respect to Building Collaboration Component

Building Principal A Principal B Collaboration Building . Supported initiative actions that promote . Encouraged collaborative activities. collaborative collaborative culture. . Directly involved in organising culture . Established collaboration as a criterion for collaborative activities in the School. competition. . Discussed and supported . Encouraged staff to collaborate and to collaborative activities. exchange experiences. . Sought to improve interpersonal . Led discussion on the collaboration benefits. relationships to establish mutual trust. Building . Formed and supported teams and . Encouraged teams. teams committees. . Formed teams and committees in the . Allowed staff to be involved in decisions. School. . Encouraged staff to participate in teams. . Guided and coordinated teams and . Discussed teams and committees’ tasks and committees’ tasks. strategies. . Played a control point in promoting teams and distributing responsibilities. Solving . Confronted the staff and organised meetings . Worked according to the hierarchical problems to listen to their views and so understand the system in solving problems through problems. School Board members. . Held discussion until a consensual agreement . Went beyond the school’s border to reached among staff involved. find a solution to a problem; in this . Worked closely with staff and directly case, the lack of an ICT infrastructure. involved in solving problems. Connecting . Coordinated and exchanged information with . Maintained interactive relationships school with it other principals. with other schools. wide . Built mutual plans related to ICT with other . Involved in joint projects with other environment principals. principals. “other . Involved in joint projects with other . Encouraged staff to maintain good schools” principals. relationships with other schools by allowing staff to attend and participate in other schools activities.

The first key finding identified that the participating principals demonstrated in their schools ”ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ“concern for developing a collaborative culture (Sections 5.2.4 & 6.2.4). Both principals showed an interest in establishing discussions

227 on the importance of collaborative culture, its expansion and spread to enable the exchange of experiences, information and possibilities. Such an approach facilitated a large change during the embedding process. Culture was also identified as important in achieving the ICT embedding goals and context.

Additionally, there was recognition of the need to overcome a number of obstacles, such as the lack of equipment, experience, and information. For example, Principal B was effective as she became directly involved in organising, and coordinating the collaborative activities in her school. At the same time, she sought to improve interpersonal relationships to establish mutual trust. Displaying such effective transformational leadership features (Leithwood et al., 2006), she also claimed success due to initiating encouraging discussions, and supporting collaborative activities through the School Board members. Principal B, therefore, preferred to lead through her existing hierarchical organisational structure. Principal A also exhibited closeness to his staff, confirming that he personally discussed with all staff the benefits of establishing and maintaining a collaborative culture. He also improved the school’s collaborative culture through competition and the rewarding of collaborative efforts. He promoted a collaborative culture by creating a positive competitive environment and, by fostering a passion among the staff, to creatively learn new ways of doing teaching with ICT. The approach also allowed staff to act independently to achieve innovation (Deci & Ryan, 2002).

Building a collaborative culture played an important role in developing a school community. The significance of establishing a collaborative culture in school was recognised by a number of studies (Fullan, 2007; Gilley et al., 2008; Leithwood et al., 2006). For example, Gilley et al. (2008) asserts, and Yee (1999) corroborates, that effective principals build a collaborative culture into their schools to successfully drive change towards its goals. “In...ICT-enriched schools, collaboration appears throughout” the schools (Yee, 1999, p. 209), with collaboration being critical to the building of new teaching and learning practices. According to Cranston (2009), collaborative culture and trust are a key aspect of a principal establishing a professional learning community, and reflecting the role of transformational leadership. Thus, the principals identified that

228 effective ICT embedding required the “integrated effort of different disciplines and is achieved by using the available resources” (Bubshait & Farooq, 1999, p. 34).

The second key finding (Sections 5.2.4 & 6.2.4) showed that both principals recognised the benefits to the school and the staff of building teams. Effective teams can be organised around five facilitating roles: (a) the speed of completing tasks; (b) the improvement of the collaborative culture in the school; (c) an effective contribution to the achievement of common goals, in this case ICT embedding (Albanese, 1994); (d) the enhancement of the cohorts within the school; and, (e) the permission to allow the staff to participate in the management of the school, which increases their commitment towards the common goal (Holleran, 1997).

The principals demonstrated an interest in improving the work processes by encouraging the staff to take part in the school’s teams and committees. However, Principal B had a more controlling position, through promoting the teams and distributing the responsibilities. Such behaviour appears justified within a culture where the principal’s power and boundaries are maintained. On the other hand, Principal A demonstrated a preference to work closely with all staff in the school. This outcome was achieved by allowing the staff to determine the best way of achieving their mission through comprehensive discussions on potential work strategies. Such a strategy was most effective in building functional teams. Once again, Principal A gave the staff a degree of independence that allowed them to be innovative.

As outlined above, a vital leadership practice involves building and managing school teams during ICT embedding, and confirms West’s (2002) finding that building teams is a core effective practice. Importantly, as the current study shows, a principal needs to transform the school as an organisation through people’s efforts (Fullan, 2002c), with staff being allowed to participate in leadership activities through forming teams (Liontos, 1992). By empowering the staff, an individual or a team can act and sustain the change for short-term gains (Kotter, 1996), becoming “energised and committed” (Yee, 1999, p. 188), and deploying their abilities and commitments toward accomplishing the desirable goals (Goddard et al., 2010). The current study extends our understanding of the benefits and significance of team building practices by principals

229 during ICT embedding, drawing attention to the benefits, potential, and the buy-in of such empowerment on staff.

The third key finding was that both principals were aware of the importance of their problem solving skills (Sections 5.3.4 & 6.2.4). For example, Principal B solved problems through the hierarchical system, that is, through the School Board members. Her emphasis on the vital roles of School Board members in solving problems provides an indication of her leadership style. In contrast, Principal A appeared to be willing to confront the staff and, where appropriate, organised meetings to listen to their concerns, and to achieve consensus among the staff to resolve a problem. Such behaviours modelled an effective approach to solving complex social problems associated with change (Mumford et al., 2000). Identifying and understanding the problem, and generating possible solutions are creative problem-solving skills. Principal B, on the other hand, sought to successfully pre-empt, as well as solve problems, by promoting her school to the educational leaders in the Ministry of Education. She also discussed with them the challenges associated with ICT to gain solutions to problems in relation to ICT infrastructure. As a leader, she went beyond the school’s border to find a solution to a problem, in this case, the lack of an ICT infrastructure.

Both principals demonstrated a diverse range of problem solving approaches (Sections 5.2.4 & 6.2.4). They also displayed an interest in the construction and implementation of change mechanisms within a multipart school setting, as identified by their development of a shared vision, leading discussions, and coordinating school efforts (Section 7.3.2). Such social judgment skills encompass the leader’s behaviours that motivate and direct followers during the implementation of change; these skills were observed in the leadership practices of Principals A and B (Sections 7.3.2). While these skills can be attributed to everyday human behaviours, successful problem solving abilities has been posited as effective leadership practices in the transformational leadership approach (Bass & Riggio, 2006) within the school setting as the central “relationship between the teachers and external ideas and people” (Fullan, 2007, p. 155). The current study contributes to our understanding of the roles of the principal in solving problems associated with the ICT embedding period. Additionally, the study provided

230 examples of problem solving strategies, such as confronting staff, where appropriate, organising meetings to listen to their concerns, and to find consensus among the staff to resolve problems. These strategies were used by Principal A, and helped to embed ICT, and overcome conflicts and dilemmas that can occurred during the change.

The fourth key finding was the recognition by principals of the importance of building relationships and connecting or networking the school staff with other schools, for the benefit of their own schools (Sections 5.2.4 & 6.2.4). For example, Principal A worked to establish community-based centres to provide training and educational services to the students and the local communities. Similarly, Principal B facilitated a connection with other schools to implement the ICT embedding process. Both Principals used mutual plans with other principals to embed ICT in their school functions for the good of the students. For example, Principal A spoke of the benefits that accrued by the establishment of an ICT-based online or website learning database for the students. Additionally, he was involved in joint projects with other principals to advance the ICT status of his school (Section 5.2.4). Principal B encouraged her staff to maintain good relationships with other schools; thus, her staff attended and participated in the staff development activities offered by other schools.

Importantly, both principals exhibited a willingness to develop a connection with the wider community, including other schools, as well as developing and maintaining open communication channels with other members within the education field (Leithwood et al., 2006). Such external support enabled the schools to develop improvement projects through the exchange of information, the garnering of advice, and the anticipation of potential demands that may influence the school curriculum, teaching techniques or management (Gilley et al., 2008). Connecting schools with the wider environment “other schools” was an important practice for school principals, particularly during times of change (Burke, 2008). The current study extends the existing knowledge of how these practices assist the achievement of ICT embedding goals. Contemporary strategic examples were employed to maintain and develop connections with other school- wide environments for the good of the school and the staff.

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The current research identified the degree of consensus regarding Principal A and B’s leadership skills, across the school. Specifically, the data analysis showed that the teachers’ perspectives recognised the principals’ (A and B) building collaboration components, with their performance rated at 4.7 and 3.95 (out of 5.0), respectively (Appendix: A). Importantly, both principals were recognised as effective ICT leaders (Section 4.3.1). The findings affirm Yee’s (1999) results that the ICT-enriched schools showed comprehensive organisational collaboration. Numkanisorn (2004) had also identified that “The theory of transformational leadership emphasises [collectively] engaging leaders with followers” (p. 52). In the present context, the teachers were encouraged and motivated, by their principals, to become involved beyond their self- interest, and to work for the good of the school community (Bass & Riggio, 2006). In addition, the information diffusion and the spread of knowledge among the staff exemplify the use of universal transformational practices. The four subcomponents, described above, improve the school culture (involving the re-settlement of all the school’s parts), and improve the working conditions for the staff. This outcome is achieved by building a collaborative culture through managing and encouraging shared activities, building teams to facilitate movement, and empowering staff. Similarly, it is important to establish a systemised strategy to solve problems, build relationships, and connect or network the school with other schools. The results are beneficial for the school, ensure an improved school environment, and create healthy relationships.

7.3.5 Principal Agency

This section provides a discussion of the major findings from both schools in terms of the Principal Agency component and its three subcomponents, namely: (a) the principal’s ICT competences; (b) the processes used by the principal to provide guidance for linking the ICT use into pedagogy; and (c) the activities undertaken by the principal to ensure the sustainability of ICT change. Table 7.6 displays a summary of the major strategies employed by both principals to demonstrate the Principal Agency component.

The first key findings recognised that both principals identified the importance of being ICT competent. For example, without ICT skills and a clear understanding of such

232 technology, they may not have paid much attention to the ICT embedding process. Further, the teaching staff also emphasised that, without an enthusiastic and informed ICT leader, they would not have been as motivated to incorporate ICT into their teaching practices. The current study confirms Jegede et al.’s (2007) findings that there is a significant relationship between ICT competence and the attitudes and practices of an individual. Additionally, when the principal is interested in ICT, then their staff tend to become interested in improving their skills in the use of ICT. Indeed, a principal’s competence in the use of ICT, and incorporating those skills into their daily practices, including administration tasks, was an important aspect in creating the necessary condition for ICT change. Further, the current study demonstrated that such competences reduce the principal’s stress level, and enhance their confidence to embrace the potential benefits of ICT.

Table 7.6 Outline Of Principals Practices with Respect to Principal Agency Component

Principal agency Principal A Principal B ICT competence • Demonstrated essential ICT skills • Demonstrated essential ICT skills selected in this study. selected in this study. Providing guidance • Encouraged ICT use in teaching • Encouraged ICT use in teaching. for linking ICT into practices. • Discussed how some ICT devices can pedagogy • Rewarded those teachers who be linked to learning and teaching successfully employed ICT into their approaches. teaching practices to create positive • Provided practical examples of ICT competition. usefulness in teaching. Sustain ICT change • Planned new ICT applications to be • Planned new ICT applications to be added into the School repertoire. added into the School repertoire. • Encouraged creativity in using ICT • Encouraged creativity in using ICT devices. devices. • Continuously monitored embedding • Continuously monitored the ICT the ICT processes. embedding processes.

The key finding illustrated the principal’s guidance and encouragement of staff to link ICT use into pedagogy. However, the staff admitted their need for more support to achieve this outcome. Each principal had a different strategy to meet these ends. For example, Principal B discussed, with her staff, how some ICT devices could be linked to their learning and teaching approaches. In contrast, Principal A endeavoured to increase the aspiration of teaching staff to employ ICT use, namely, rewarding those teachers who successfully employed ICT into their teaching practices. While creating a positive

233 and competitive environment, staff expressed the need for more support and guidance in the use of ICT into pedagogical practices. For example, it is important that ICT leaders prepare students to meet the ICT global demands for the world of today, and tomorrow (Lee et al., 2003).

The current study revealed that the principals did understand this need, and that their instructions and guidance had a substantial impact on teaching and learning practices (Goddard et al., 2010). Importantly, the principals linked ICT practices to pedagogical issues that must be utilised to enhance student performance (Creighton, 2003). LaBonte (2005) posited that embedding ICT in an educational setting needs to go beyond the physical appearance of ICT to focus on the fundamental pedagogical issues that shift how learning is organised. Both principals led and encouraged the teachers, and systematised the processes, so that ICT use became an integral component of the teaching and learning practices. The principals established and modelled localised patterns of use, and provided the opportunities for teaching staff to refine their use of ICT, and increase and promote the advantages of ICT use (Hall, & Hord, 1987).

The major finding in relation to sustaining ICT changes (see Sections 5.2.5 and 6.2.5) was that both principals demonstrated an understanding of the need to sustain ICT in their schools. However, the lack of support (financial, resources, and infrastructure) constrained their efforts to keep pace with the global development of ICT. They proposed a common strategy for sustaining ICT changes, namely: (a) the continuous monitoring for embedding ICT processes; (b) the planning for new ICT applications to be added into the school; and (c) the encouragement of the staff to creatively use the ICT devices. Consequently, the principals frequently worked to promote and re-establish ICT changes that would expand the school community’s capabilities to ensure ongoing improvements. Principal B’s strategy was characterised by an ongoing, permanent move in terms of the development of the social environment (Fullan, 2002a). Significantly, the principals’ strategies to build collaboration, in a learning context, involved: support for professional growth; the promotion of leaders at all levels through the formation of teams, the delegation of responsibilities, and the empowering staff to take on new roles. Both principals saw sustaining ICT changes as vital for embedding ICT in the school,

234 especially as “the technology changes in nature more rapidly, becomes more sophisticated and converges with other technologies” (Lee, & Winzenried, 2009, p. 12).

The current study also identified a high level of consensus about both principals’ leadership skills among the teachers (Appendix: A). Importantly, the teachers reported that their principals effectively demonstrated the Principal Agency component and its subcomponents. These findings corroborated the principals own assertions that they demonstrate these practices. To modernise schools to accommodate the changes in ICT- lead teaching tools, it is important to influence and reshape the school principals’ responsibilities (Creighton. 2003).

This phenomenon, described as Principal Agency, was a necessary component in developing the principal’s leadership practices, in terms of understanding why and how they, and their teachers and students, use and can use new ICT devices (Hughes, 2005). Thus, the principals can be seen to have successfully supported their teachers to enhance their ICT skills and to successfully lead their schools toward full ICT embedding. Table 7.7 presents a synthesis of the major strategies used by the two principals to demonstrate their leadership practices.

The above summary was derived from the data collected during the individual and focus group interviews; the document analysis; the observations of PD activities; the survey; and finally, the open-ended questionnaire. These sources of information were used to corroborate the statements of the Principals and the teachers; they provided a description of the two principals’ leadership strategies practices to illustrate how effectively the principals displayed their leadership skills. The data were also validated by reference to the existing literature in terms of change, leadership, and motivational theories (see Chapter 3). The following discussion continues to explore how ICT was employed and viewed in the participating schools.

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Table 7.7 Summary of Participating Principals Strategies Incorporated Into Their Leadership Practices

Component Principal A Principal B Finance • Sought support from donor “parent” to increase the school income • Managed and organised financial support from local businesses. Management “taking risk”. • Prioritised the ICT infrastructure and overrode a number of • Prioritised ICT infrastructure and formed school financial and bureaucratic obstacles related to maintenance work. maintenance committees to help manage the school’s financial matters. • Setting • Discussed, encouraged, and supported central ICT vision. • Planned the vision so that the staff would gradually come on board Direction • Went beyond communicating vision to be a key promoter of the and embrace the ICT vision. vision. • Discussed the vision and upheld the vision by reminding staff of the • Staff involved in decision-making and formulating action plans need importance of ICT. for ICT vision. • Maintained the hierarchical organisation by emphasising the need for • Breaking systems of hierarchy by closely working with all staff. the School Board members to accommodate the vision. • Largely relied on external motivational approaches. • Inspired the staff aspirations to learn about ICT. • Built interpersonal relationships with staff to facilitate influence. Developing • Used multiple strategies to address the gap in staff knowledge and • Financially supported the staff to increase their ICT knowledge. Staff skills. • Supported the Computer Science Department, who, in turn, • Evaluated PD activities by personal attendance. supported the whole school in ICT matters. • Supported and encouraged all PD activities in the school. • Developed a framework for PD activities in the school. • Supported the Educational Technology Specialist and Computer • Encouraged, and coordinated all PD activities in the school. Science Department, who, in return, supported the whole school in ICT matters. Building • Encouraged collaborative culture in multiple ways. • Directly involved in organising collaborative activities. Collaboration • Organised meetings to listen to their views to understand problems, • Worked according to the hierarchical system in solving problems. and to discuss until the problem was solved. • Encouraged staff to maintain good relationships with other schools • Built mutual plans related to ICT with other principals. by allowing staff to attend and participate in other schools activities. Principal • Supported and coordinated activities between the school’s • Discussed how some ICT devices can be linked to learning and Agency departments in relation to ICT matters to facilities ICT use into teaching approaches. teaching practices. • Added more ICT applications, planned ICT reform, and encouraged • Planned new ICT applications to be added into the school program creativity in using ICT devices in order to sustain ICT changes. and encouraged the staff to sustain their ICT practice.

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7.1 Third Research Question: The Extent of ICT Adoption in School A and B?

This section addresses the third research question. Since the implementation of the ICT policy in Kuwaiti schools, the Ministry of Education identified two schools (Schools A and B) that are leading the ICT embedding process. The current study involved the analysis of the perspectives of three participant groups, namely, the school principals, the teachers, and five students from each of these schools. The following paragraphs provide descriptive information on the participating schools’ ICT engagement, and how ICT was employed in the Kuwaiti context. The current situation was diagnosed to identify opportunities for more ICT improvement, as well as to provide ICT-educational benchmarking.

Table 7.8 Principals, Teachers, and Students Perspectives of ICT Adoption

ICT Use School A School B Perspectives Employed ICT in Website, emails, personnel Website, internal Principals and administration database, student database, communication system, Teachers digital records, SMS texting emails, school forum, system personnel database, student database, computerised administrative records, SMS texting system Employed ICT to Increased use of projectors, Media centre, statistical Principals, serve teaching white boards, PowerPoint, software, mathematics Teachers, and and learning Excel, the Internet, Word activities, PowerPoint, Students practices Processing, Linguistic Excel, the Internet, Word software, Audio, Processing, Audio, Photoshop, Interactive CDs, Linguistic software, Image Website (as knowledge Manager sharing database), statistical software Implemented ICT ICT employed in basic ICT employed at Minimum Students in curriculum level level Self-assessment 3.89 mean (out of 5.0 scale) 3.98 mean (out of 5.0 scale) Teachers of teachers’ ICT skills Cultural No cultural constraints. ICT No cultural constraints. Principals, constraint devices used widely in and ICT advices commonly Teachers, and outside the school used in and outside the Students school Linguistic No linguistic constraints. No linguistic constraints. Principals, constraints Most ICT devices and All students able to deal Teachers, and software are Arabised with the language Students

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Table 7.8 presents a synthesis of the key findings of ICT adoption in the participating schools and captures the three sets of perspectives. The current study found that both schools effectively used ICT in teaching and learning activities (Sections 5.4 & 6.4), as well as in administrative tasks. Although, both schools had far better computer-student ratios when compared to the national average (Ministry of Education, 2009/2010), the students still thought that ICT usage in their schools could improve. This dissatisfaction, nevertheless, suggests that the students were highly motivated to engage in an ICT-based learning environment, reflecting their ambition, aspiration, and interests. Additionally, the dissatisfaction could also reflect the extent of student access to computers, mobile phones, tablets, etc. in the social setting, which they want available in the school setting. The results of the study show that further ICT implementation is necessary in Kuwaiti secondary schools.

The study also demonstrated the teachers positive rating of their ICT skills (3.89 for school A, and 3.79 for school B), which are employed in their teaching practices. Table 7.9 presents, statistically, the teachers’ responses (from Schools A and B) for questions seven to nine, as their Mean and Standard Deviation.

Table 7.9 Teachers’ Responses on Survey Items 7 to 9 School A School B Survey Questions Mean Standard Mean Standard Derivation Derivation Question 7. Have abilities to employ ICT skills in 3.87 1.06 3.98 .92 my daily duties Question 8. Have the knowledge and skill I need 3.87 1.10 3.84 1.00 to incorporate ICT into teaching Question 9. Am able to use ICT into my daily 3.91 1.00 3.89 .98 classroom activities

The data support the proposition that the majority of the teachers in both schools had the essential ICT skills needed to incorporate ICT in their teaching practices. Critically, Alharbi's (2012) study provides further evidence to support the outstanding engagement with ICT in both schools. For instance, Alharbi found that ICT, used at the basic level, was mostly for presentations (as claimed by teachers in other primary schools in Kuwait). On the other hand, ICT in schools A and B were used for more sophisticated applications, compared to the schools in Alharbi's study. For example, both schools developed databases for students and staff. As well, SMS

238 texting system Linguistic software, and statistical software were used in the schools both for teaching and administration tasks. Further, in the current study, most teachers (as shown in Table 7.9) claimed to have the essential ICT skills needed to incorporate ICT in teaching and learning activities. In contrast, in Alharbi’s study, the teachers expressed a lack of ICT skills that are needed to employ ICT in teaching. These examples provide evidence of each schools’ (A and B) high engagement with ICT.

Although, examples of the pedagogical practices were provided in sections 5.4 and 6.4, Kuwait has recently introduced ICT into schools. The country is now concentrating on ensuring the correct implementation of the ICT vision, developing the skills of teachers, and the provision of ICT infrastructure. As a consequence, there is no way to compare Kuwait with any other Western country. While, the Ministry of Education tries to benefit from other countries’ experiences, the Ministry of Education in Kuwait left the principals without clear strategies on how to implement ICT, specifically for pedagogical use at the school level.

Further, the principals and teachers described the ICT tools that assisted in enhancing the teaching and learning practices (sections 5.4 and 6.4). Additionally, they also recognised improvements in their students’ engagement with ICT employment through the changes in teaching and learning practices (Yuen et al., 2003). The ICT integration program facilitated the transformation of the educational process in the two schools (Gronow, 2007). Indeed, the ICT implementation was a facilitator of change in the pedagogical skills of teachers (Sections 5.4 & 6.4; Creighton, 2003; LaBonte, 2005).

In summary, given the fact that these schools were selected because of their reputation in ICT (Section 4.3.1 ), both schools were actively engaged with ICT for teaching and learning. Further, ICT was seen as a catalyst, bringing about change in teaching and learning practices. Importantly, school staff members were supported during the ICT uptake, with improvement in student performance by incorporating ICT into teaching and learning practices. The discussion in the following section outlines staff perceptions of the impact of the principals’ leadership practices in relation to the ICT embedding processes and adoption.

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7.2 Fourth Research Question: the Impact of Principal’s Leadership Practices on Embedding ICT

The teaching staff’s perception of the principals’ leadership practices impact on ICT embedding processes and adoption are revealed in the following discussion. In seeking answers to the fourth research question, the focus sought to determine the teaching staff’s perception of their principal’s leadership practices, and how these impact on ICT embedding. Teachers for both schools were surveyed using an open- ended questionnaire, which allowed them to express their perception of the impact.

As presented in Sections 5.5 and 6.5, the staff recognised the impact their principals’ leadership practices had on ICT embedding. They highlighted the effectiveness of the principals’ stimulation and encouragement of ICT embedding, which resulted in changing the teaching practices to be more ICT related. For example, teacher C/A identified the leadership practices of his Principal as the main motivational force for embedding ICT in the school. In the same context, Teacher D/A acknowledged that the School, without the Principal’s support and attention, would not have reached the current stage of the ICT activities. Similarly, Principal B’s support for ICT embedding in the school were corroborated by the teachers, who acknowledged the Principal’s motivational strategies to create positive competition among the teachers in the use of ICT. Both Principal seemed to employ three effective strategies to achieve the maximum positive impact on staff, namely: (a) encouragement; (b) support; and (c) provision of basic ICT requirements. Such impact was widely documented (Hayes, 2006; Ma, 2003; Tearle, 2003; Schiller, 2002; Scrimshaw, 2004). The consequence of such strategies enabled the principal to be “ranked high in the intensity of their involvement...[and] in leading processes” (Nachmias et al., 2004, p. 298). Additionally, the school principals were important players in the implementation process (Yuen et al., 2003). The findings from the current study confirm LaBonte’s (2005) findings that effective leadership practices have a positive impact on the use of ICT. Further, his postulation that a clear vision, collaborative leadership, and a system approach was essential for the success ICT embedding was also supported by the current study. Indeed, the results of the current study also concurred with Yee’s (1999) findings that the qualities of the principals’ leadership practices influenced the outcome of the ICT implementation.

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The findings of the current study make important contributions to our knowledge of the influence of principals’ leadership practices on ICT embedding, and how such influence is perceived by staff as being significant in achieving the goals of ICT implementation. As with the previous studies referred to above, similar leadership practices and philosophies appear to underpin the school principals’ roles and functions across both developed and developing nations.

Further, from personal experience as a Head of a Department in a Kuwaiti Secondary school, the researcher is able to comment anecdotally on the use of ICT in Kuwaiti schools. In 2006, Kuwaiti teachers were prevented from using the Internet in school because of concerns about the misuse of the Internet and the potential to waste time surfing the Net. However, at the time of undertaking the current study, the situation had changed. Indeed, the teachers reported being encouraged to use the Internet and computers in their daily activities and teaching programs. This new circumstance reflects the change in educators’ attitudes about ICT within school A and B.

To gain a better insight into how far such changes had progressed, the interviewed teachers were asked to provide their views on the most important leadership practices that a principal should exercise to facilitate ICT embedding in a school. The interviewed teachers from both schools drew attention to the principals’ lack of authority and autonomy to effectively lead the school towards successful ICT embedding (Birinic & Kabakci, 2007). Additionally, they observed that the principals needed more independence in relation to financial, motivational, and PD matters. Further, as the study progressed, it became more and more evident that Kuwaiti principals had less authority, autonomy, and opportunities to pursue practices and pathways that were unique to their leadership practices and style.

The context is, therefore, an important consideration when addressing the activities and actions taken by principals to embed ICT within the school curriculum. The problems and context were similar to those found in Turkey, where the principals lacked authority in purchasing and arranging ICT activities (Birinic & Kabakci, 2007). The similarities in the findings can be attributed to shared cultural features between Kuwait and Turkey; the commonality in features is also explained by the fact that Kuwait and Turkey are developing countries. It appears that both

241 countries would benefit positively by school principals being given more authority and autonomy to effectively lead their schools.

Within the current study, three major strategies were employed by the principals to maximise their impact on teaching staff incorporating ICT into their teaching and learning practices, namely: (a) encouragement for teaching staff to behave in such way; (b) support to meet the material and human needs of teaching staff; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. These strategies provide the basic leadership practices required to construct a successful ICT embedded implementation process. Hence, a revised model for principal’s leadership, with applicability for ICT use in Kuwaiti secondary schools, was developed.

7.3 Revised Model of Effective Leadership Practices for ICT Embedding

The need for further research into effective leadership practices for embedding ICT in schools has been identified by a number of researchers (e.g. Anderson & Dexter, 2005; Hollingworth et al., 2008; Kaufman, 1997; May, 2003; Schiller, 2002; Wilmore & Betz, 2000). These recommendations result from the observation that school principals play a fundamental role in leading change and embedding ICT in schools, and that they are responsible for providing opportunities for school growth and development. The current study has, therefore, made a major contribution to the provision of empirical evidence in relation to leadership practices of school principals and their impact on ICT change. In this context, the following section offers a revised model of effective leadership practices for the implementation of ICT in Kuwaiti schools. The development of the model, presented below, has been grounded in the both the literature review and the findings from the current study.

The new and improved effective leadership practices model for ICT embedding places an emphasis on the principals’ practices related to their five broad leadership practice components and subcomponents. Specifically, as recognised by the teaching staff, this involved the principals’ encouragement of staff to cooperate in exchanging ICT devices and materials, which eased the shortage in ICT devices; the significance of the principals’ PD and materials support for staff to incorporate ICT into their

242 teaching practices; and the forcefulness of the principals’ instructions and guidance in terms of the establishment of ICT infrastructure and ICT maintenance activities.

Indeed, data collected from the teachers highlighted three major strategies that influenced the impact of the principals’ leadership practices (Section 7.2): (a) encouragement for teaching staff to behave in the desired way; (b) support to meet the material and human needs of teaching staff; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. These three strategies formed the base of the five effective leadership practice components used as the framework in the current study. The five leadership practice components and subcomponents are shown in Figure 7.1. In the Kuwaiti context, these three strategies need to be demonstrated with the focus on individual staff. Individual teachers appeared to neither respond to nor appreciate the principal’s support, encouragement, and provision of instructions and guidance at the school level. Instead, individual teachers appreciated and responded to actions that were undertaken for them individually. This revised model extended and improved the initial framework (Section 3.11 ) to accommodate and highlight the three major strategies that maximised the principals’ influence on staff attitudes, practices, and behaviours to embed ICT.

An analogy for the ICT embedding process is an irrigation channel, which is full of water. The principals are the sluice gates that ensure a balanced and controlled flow of water or movement. Hence, the principal’s leadership practices are essential skills that are needed to lead, regulate and manage the ICT embedding process. Thus, three major strategies (encouragement, support, and provision) form the background structure of the model upon which these practices are displayed. Further, the five components interact dynamically as the leadership roles are undertaken by the principals; their characteristics are related and overlap (as shown in Figure 7.1).

These components, however, require the principal to prioritise ICT requirements, and to provide ICT infrastructure, as well as to minimise the negative impacts from insufficient funding for the ICT embedding process. In the current study (Section 7.3), the principals’ practices in effectively managing financial matters (the Finance Management component) have a positive influence on the

243 ability and motivation of staff to incorporate ICT into their teaching. Hence, there is the need to link the school budget, pedagogical needs and school activities.

The principal is also responsible for ensuring that the central visions (or national agenda) are pursued, must establish a shared vision or align individual teachers’ views, beliefs and priorities to that vision. This goal is achieved by the principal facilitating the second broad component, Setting Direction. In the current study, the principals motivated and inspired the school community to promote a mutual understanding and to establish a positive morale.

The two principals exhibited the third broad component of effective leadership practices, Developing Staff; they built ICT capacity and developed the school community socially and professionally. The fourth broad component, Building Collaboration, was successfully developed through the principals’ focus on the organisational relationship structure and the work conditions of the school.

The fifth and final component, Principal Agency, was exhibited by both principals, who lead the ICT embedding process by understanding the why and how of ICT, especially in terms of improving educational outcomes. Hence, principals who plan to effectively lead an ICT embedding processes within secondary schools need to use the revised model of effective leadership practices as a guide (see Table 7.7). The model is comprised of three major approaches and five leadership components, outlined below.

The three major approaches used to enhance the ICT embedding processes outcome are: (a) encouragement for teaching staff to behave in desirable ways; (b) support to meet the material and human needs of the teaching staff; and (c) provision of instructions and guidance for teaching staff in terms of the how and why such behaviours and practices should be performed. The five effective leadership practices components are: (a) Finance Management; (b) Setting Direction; (d) Developing Staff; (d) Building Collaboration; and (e) Principal Agency. Each component needs to be incorporated into the leadership practices of the principals to ensure the success of the ICT embedding process.

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Figure 7.1 Revised Model of Effective Leadership Practices for Embedding ICT in School.

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Since the policies and culture have an impact on the principals’ roles (Fullan, 1996), these factors have been acknowledged and included in the model of effective leadership practices for embedding ICT. Such an impact is the Kuwaiti Ministry of Education’s regulations and centralisation policies. To successfully implement this model, however, the Kuwaiti Ministry needs to reconsider the regulations related to school principals’ autonomy. For example, the principals need to have the opportunity to pursue practices and pathways that are unique to their leadership practice and style. Further, the Ministry must support the principals professionally to improve their leadership capability. To address the constraints posed by the low income of schools in Kuwait, it is recommended that the Ministry revisit the budgets allocated to schools in order to allow the principals sufficient autonomy to creatively lead the schools and develop the staff, especially when dealing with ICT, which requires maintenance and sustainability to keep pace with the accelerated development of ICT innovations.

7.4 Contributions of the Study

The mandatory implementation of ICT policy in Kuwaiti secondary schools has had a significant impact on the work and responsibility of school principals (Ministry of Education in Kuwait, 2002). However, there has been no specific Kuwaiti national research examining the leadership practices of school principals for embedding ICT in schools. The current study fills this gap, and complies with the recommendations for further research on leadership and the ICT implementation to better understand the phenomena (Anderson & Dexter, 2005; Mumford & Licuanan, 2004; Schiller, 2002).

Hence, the current study sought to: (a) examine the leadership practices of school principals in Kuwait, when managing the change processes associated with ICT embedding; (b) explore the problems associated with ICT change in the Kuwaiti context perceived by participants; (c) provide rich descriptive information of the ICT usage in two selected Secondary Kuwaiti schools; and (d) document the impacts of leadership practices on ICT embedding in schools, as perceived by the staff. Two Kuwaiti Secondary schools (A and B) were selected (see Section 4.3.1).

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The research findings made a significant contribution to the body of knowledge on leadership practices of school principal, specifically in the Kuwaiti context. These contributions, and their implications for educational theory and practice, are presented below.

7.4.1 General Contributions

Five general contributions were made by the study. Firstly, the transformational leadership theory was extended within the Kuwaiti context, a non- Western country (Avolio, 1999; Bass & Riggio, 2006; Leithwood et al., 2006; Yee, 1999); secondly, a model of effective leadership practices for embedding ICT was developed (Section 7.3); thirdly, a range of practical strategies were identified for principals to effectively fulfil their leadership roles (refer to Table 7.7 ) and improve ICT uptake, especially in Arabic Gulf States; fourthly, new empirical evidence was presented, based on the teaching staff’s perception of the impact of their school principals’ leadership practices on ICT embedding processes; and, fifthly, the ICT role in enhancing student outcomes and changing pedagogical practices were identified.

7.4.2 Specific Contributions for Kuwait

Importantly, the current study identified a number of practical outcomes that can be implemented to increase the success of ICT embedding, specifically in the context of Kuwait, with respect to the school principals’ leadership practices. Further, it is imperative that the Ministry of Education plan and organise professional development training programs based on the new model developed for the current study. This model can assist principals in Kuwait to enhance their leadership practices and strategies for successful embedding ICT.

To facilitate this process, the principals require greater autonomy, and more opportunities, to pursue practices and pathways that are unique to their leadership style. Hence, it is recommended that the Ministry of Education reassess the regulations and policies related to school principals’ roles and responsibilities, especially in light of the findings of the current study. Specifically, principals need the ability to manage their school’s budget and PD activities (e.g. ICT activities).

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As the current status of the use of ICT is described in both schools, an ICT- educational benchmark is provided as a model for Kuwait. Therefore, it is recommended that the Ministry of Education take the use of ICT into the next level of implementation. The current study provides important background information, through the descriptions of both schools, to identify opportunities for more ICT improvement in all schools.

The Ministry also needs to attend to the lack of ICT infrastructure and technical support identified by the current study. The availability of ICT infrastructure, technical support, and material resources are considered important conditions for ICT success embedding, particularly in view of the frequency of technological change (Ensminger et al., 2004; Ely, 1990; 1999). Thus, the Ministry’s recently advertised ICT infrastructure support strategy should be implemented as soon as possible. The Ministry is also urged to invest more funds into ICT projects that enhance ICT embedding through increasing the schools’ budgets. These actions are essential if the Kuwaiti wishes to educate its future generations so that they can play an active role within Kuwait and on the world stage.

7.5 Limitations

While the current study was successful in accomplishing the research objectives and answering the research questions, a number of limitations to the study must be acknowledged. One limitation was the employment of the back-forward translation strategy (Section 4.5 ), namely, translating the Arabic responses, from the interviews, into English. Hence, there was the possibility that the meaning might be lost in the translation.

As a case study, the intention was to describe acknowledged successful principals and not to generalise across Kuwait. It is possible that successful principals use other strategies. The results, however, do confirm accepted theoretical perspectives about leading change.

There were also limitations with the data collection. First, some documents were hard to locate, as they were manually archived. As a result the number of documents analysed was small. Second, the Principal from school B refused to

248 provide high quality images of the teachers and students engagement with ICT activities. She justified her decision by stating that Kuwait is a very conservative society, which does not allow photos of female teachers or students to be distributed, unless the faces are blurred. This restriction affected the quality and type of images used in the dissertation. Third, the researcher was forbidden to observe classroom activities in both schools; this restriction inhibited the collection of potentially useful and important pedagogical evidence. Further, as the data collected in this study was not collected through direct observation, it reflects the participants’ personal experience, and so was taken at face value. The data relies on the participants’ capacity to reflect upon, and recognise, the facets of their own experiences, and to correctly communicate what they recognise through the use of language (Polkinghorne, 2005).

While these limitations are acknowledged and the study’s context accurately represented, such limitations have not reduced the efficacy of the research. In contrast, the limitations help to identify areas of future study, or guidelines for undertaking future research in such cultural environments.

7.6 Recommendations for Future Research

Importantly, the current study investigated school principals’ leadership practices for embedding ICT in two Kuwaiti Secondary schools. This project entered a new area of research. It also adopted two case study designs, drawing on a mixed- method paradigm. The findings contribute to a robust theoretical framework that informs both existing and future leadership practice. It also provides substantial groundwork for further research.

A new model of effective leadership practices for ICT embedding was developed, while a range of practical strategies, used by effective principals to fulfil their leadership roles, were identified (refer to Table 7.7). These findings pave the way for future research into the leadership practices of principals in emerging countries, particularly other Arabic Gulf States, in which the culture, language and policy directions are similar. It is recommended, therefore, that cross- internationalisation studies be undertaken to increase and substantiate the findings from the present study, and to improve our understanding and knowledge of school

249 principals’ leadership practices for embedding ICT. It would be valuable, therefore, if a similar study addressed this research topic in other Gulf regions, to enhance and extend the findings.

Additionally, a similar study could be undertaken within other educational levels, for example, at the elementary and intermediate levels, to determine if comparable results were obtained, or if different leadership practices came into play.

The current study was limited to school principals’ leadership practices for embedding ICT. Therefore, it is recommended that this study be replicated to explore Head of Department’s leadership practices for facilitating ICT embedding. Those results would extend our knowledge of the Head of Department’s leadership practices and how they impact on teachers’ ICT practices. It is also recommended that the model to be tested through an extended longitudinal intervention study. Such a study might involve a PAR Action Research type project similar to Leung’s (2005) study in Hong Kong, or a study in which the principals were un-serviced on Change Theory, and each of the components deliberately planned.

Additionally, it is recommended that a follow up study to be taken that explores the pedagogical uses and impacts of ICT on student learning.

7.7 Summary of the Chapter and Thesis Conclusion

In this Chapter, the findings of the current study were outlined and discussed. The information source included the data from the surveys and interviews, as well as the existing literature on leadership practices. The study addressed these practices in terms of five components of leadership practices (Finance Management, Setting Direction, Developing Staff, Building Collaboration, And Principal Agency) (Section 7.3). A presentation of a range of practical strategies were identified as being used by effective principals to fulfil their roles (refer to Table 7.7 ). These strategies were seen as enhancing ICT uptake in schools. ICT adoption, and the principals’ roles in effectively embedding ICT, were documented and described from the perspective of the teachers and students (Sections 7.1 & 7.5). The findings led to the revision of the initial model of effective leadership practices (Section 7.3).

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The study concluded that the principals needed to incorporate three major strategies into the ICT embedding process, namely: (a) encouragement for teaching staff to behave in desirable way; (b) support to meet the material and human needs of teaching staff; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. These strategies formed the bases of five leadership practices (Finance Management, Setting Direction, Developing Staff, Building Collaboration, and Principal Agency). The iimplications from the research results and the limitations of the study were presented (Sections 7.4 & 7.5). Additionally, the recommendations for future research were presented in Section 7.6.

In summary, it is important to note that ICT development has affected, and will affect, most aspects of our lives. The future, in terms of technological challenges, requires appropriate educational support and learning conditions for all children to actively participate in the development of our planet, and improve living conditions for all, especially those who suffer from poverty and conflict. Investment in ICT needs to be assessed to increase ICT availability and improve human performance and progress. Within the Kuwaiti context, effective ICT implementation has the potential to provide the people with more development opportunities and increase their prosperity in education and business. Hence, the Kuwaiti government and society should creatively examine their philosophy, and so develop policies and programs that will enable ICT to be more fully incorporated into our education system. The outcome will be more capable students and citizens, who can effectively participate in the post-modern intellectually productive era. Kuwait will thus have developed new human resource directions, rather than maintaining their reliance on their one natural resource, oil.

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Appendices

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Appendix A: Survey Results This section aims to find out some information about you. Please write your response in space

A) What is your age? ……………

B) How long have you been a teacher? …………….

C) What is your academic background? ………………….

How do you rate your school principal’s ability to perform in the following areas? Please tick the appropriate corresponding scale: Strongly Disagree: SD, Disagree: D, Neutral: N, Agree: A, Strongly Agree: SA.

School A School B First Section Means Standard Means Standard derivation derivation Finance Management 4.00 .632 4.17 .603

1. Principal coordinates efforts in school related to ICT maintenance 4.02 .842 4.32 .692

2.Principal manages the school resources in line with pedagogic needs 3.96 .785 4.13 .755

3.Principal directs school’s budget 3.95 .942 3.96 .948

4.Principal organises technological infrastructure maintenance needed to embed 4.07 .759 4.28 .701 ICT Setting Direction 3.95 .661 4.15 .575

5.Principal builds a shared vision 3.87 .833 4.15 .889

6.Principal fosters agreement about ICT change goals among staff 3.71 .847 3.99 .784

7.Principal adopts motivational strategies in school for embedding ICT 4.07 .871 4.13 .716

8.Principal challenges teachers to learn new things 3.95 .923 4.10 .897

9.Principal helps clarify the reasons for implementing ICT 4.00 .786 4.15 .804

10.Principal demonstrates high expectations for my work in using ICT 4.04 .738 4.08 .712

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11.Principal specifics the importance of having a strong sense of purpose 4.07 .759 4.11 .708

12.Principal makes clear what I can expect to receive when my performance goals are 3.88 .854 4.03 .810 achieved 13.Principal expresses satisfaction when I meet expectations 3.91 .959 4.20 .888

14.Principal talks enthusiastically about what needs to be accomplished for ICT 3.84 .987 4.10 .831

15.Principal heightens my desire to succeed 3.87 .833 4.15 .889

16.Principal increases my willingness to work harder to embed ICT 3.71 .847 3.99 .784

DevelopingU Staff 3.76 .770 3.79 .616

17.Principal provides individualised assistance 3.46 .990 3.63 1.018

18.Principal models the way by practising the change in principal own behaviours and 4.13 .896 4.04 .818 practices 19.Principal identifies staff needs related to ICT P.D 3.89 .908 3.73 .774

20.Principal monitors the ICT PD program 3.52 .991 3.79 .735

21.Principal evaluates ICT PD program 3.61 1.003 3.62 .834

22.Principal helps me to develop my strengths 3.93 1.024 3.92 .806

BuildingU Collaboration 3.95 .671 4.07 .615

23.Principal promotes a collaborative culture 4.23 .660 4.35 .880

24.Principal provides structures (e.g., timetables, planning arrangements) for 3.86 .943 4.00 .845 collaboration 25.Principal identifies conflicts associated with ICT implementation 3.77 .874 3.85 .730

26.Principal generates a possible solution for the problem 3.80 .980 3.92 .770

27.Principal promotes productive communication with schooling networking 4.09 .793 4.24 .801

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Principal Agency 3.93 .710 4.08 .752

28.Principal is competent in using ICT 3.96 .785 4.17 .793

29.Principal is able to link the ICT use to pedagogy by advising teachers 3.80 .903 4.01 .819

30.Principal is able to formulate a sustainable policy to promote the ongoing ICT 4.02 .774 4.04 .836 improvement Overall score 3.92 .617 4.05 .545

This section aims to be self-assessment that captures your capacity in using ICT for teaching and learning purposes.

In relation to ICT implementation, I believe I:

Self-assessment for teachers ICT skills Means Standard Means Standard derivation derivation

1.Have basic concepts of Information Communication Technology 4.14 .796 4.23 .701

2.Have skills to use a computer and manage files 4.14 .841 4.15 .804

3.Have skills to use Word Processing software 3.95 1.119 4.08 .824

4.Have skills to use Database software 3.59 1.218 3.80 1.009

5.Have skills to use presentation and graphic software 3.96 1.026 4.13 .940

6.Have skills to use Network, E-mail, and Internet 4.02 1.104 4.08 .906

7.Have abilities to employ ICT skills in my daily duties 3.87 1.063 4.06 .791

8.Have the knowledge and skill I need to incorporate ICT into teaching 3.87 1.096 3.82 .931

9.Am able to use ICT into my daily classroom activities 3.91 .996 3.87 .970

10.Have had opportunities to practice and refine new teaching skills required for embedding ICT 3.66 1.149 3.85 1.009

11.Have access to the resources (e.g., people, materials) that I need for implementing ICT 3.68 1.064 3.75 .982

Overall score 3.89 .856 3.98 .672

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282

Appendix B: An Arabic Version of the Survey

ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ

ﺍﻻﺥ/ ﺍﻟﻤﺸﺎﺭﻙ ﺍﻟﻤﺤﺘﺮﻡ

ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻮ ﺟﺰء ﻣﻦ ﺩﺭﺍﺳﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻟﻠﺒﺎﺣﺚ ﻣﺤﻤﺪ ﺍﻟﺸﺮﻳﺠﺔ .ﻳﻬﺪﻑ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻟﻔﻬ�ﻢ ﺃﺛ��ﺮ ﺍﻟﻤﻤﺎﺭﺳ��ﺎﺕ ﺍﻟﻘﻴﺎﺩﻳ��ﺔ ﻟﻤ��ﺪﻳﺮﻱ ﺍﻟﻤ��ﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳ��ﺔ ﻓ��ﻲ ﺍﻟﻜﻮﻳ��ﺖ ﻋﻠ��ﻰ ﺗﻄﺒﻴ��ﻖ ﺍﺳ��ﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴ��ﺎ ﺍﻟﻤﻌﻠﻮﻣ��ﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻓﻲ ﺍﻟﻤﺪﺍﺭﺱ.ﻣﺸﺎﺭﻛﺘﻚ ﺑﻬﺬﺍ ﺑﻬﺬﺍ ﺍﻟﺒﺤﺚ ﺗﻄﻮﻋﻴﺔ, ﻛ�ﻞ ﺍﻟﺘﻌﻠﻴﻘ�ﺎﺕ ﻭﺍﻟ�ﺮﺩﻭﺩ ﻳ�ﺘﻢ ﺍﻟﺘﻌﺎﻣ�ﻞ ﻣﻌﻬ�ﺎ ﺑﺼ�ﻮﺭﺓ ﺳﺮﻳﺔ. ﻭ ﻳﺠﺐ ﻋﺪﻡ ﻛﺘﺎﺑﺔ ﺍﻻﺳﻢ ﺍﻭ ﺃﻱ ﻣﻌﻠﻮﻣﺎﺕ ﻳﺘﻢ ﻣﻦ ﺧﻼﻟﻬﺎ ﻛﺸﻒ ﻫﻮﻳﺔ ﺍﻟﻤﺸﺎﺭﻙ

U* ﺗﻌﻠﻴﻤﺎﺕ : ﻫﺬﺍ ﺍﻻﺳﺘﺒﺎﻥ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻗﺴﻤﺎﻥ ﺍﻻﻭﻝ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺜﺎﻧﻲ ﻳﻬﺪﻑ ﺑﺸﻜﻞ ﺍﺳﺘﻘﺼﺎﺋﻲ ﺇﻟﻰ ﺗﺤﺪﻳﺪ ﺍﻟﺘﺼﻮﺭ ﺍﻟﺨﺎﺹ ﺑﻚ ﺣﻮﻝ ﺍﻟﻘﺪﺭﺓ ﺍﻻﺩﺍﺋﻴﺔ ﻟﻤﺪﻳﺮ ﻣﺪﺭﺳﺘﻚ. ﻳﺮﺟﻰ ﻭﺿﻊ ﻋﻼﻣ�ﺔ ﻋﻠ�ﻰ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻤﻨﺎﺳﺒﻪ ﺍﻟﻤﻘﺎﺑﻠﻪ ﻟﻼﺳﺌﻠﺔ ﺍﻟﺘﻲ ﺑﺎﻻﺳ�ﺘﺒﺎﻥ : 1) ﻣﻮﺍﻓ�ﻖ ﺑﺸ�ﺪﺓ 2) ﻣ ﻮ ﺍ ﻓ � ﻖ 3) ﻻ ﺍﻋﻠ�ﻢ 4) ﻏﻴ�ﺮ ﻣﻮﺍﻓ�ﻖ 5) ﻏ ﻴ��ﺮ ﻣ ﻮﺍ ﻓ�� ﻖ ﺑ ﺸ��ﺪ ﺓ. 1) ﻣﻮﺍﻓ��ﻖ ﺑﺸ��ﺪﺓ ﺗﻌﺒ��ﺮﻋﻦ ﺍﻟﺮﺿ��ﻲ ﻋ��ﻦ ﺍﻻﺩﺍء ﺑﻴﻨﻤ��ﺎ 5) ﻏﻴ��ﺮ ﻣﻮﺍﻓ��ﻖ ﺑﺸ��ﺪﺓ ﺗﻌﺒ��ﺮ ﻋ��ﻦ ﻋ��ﺪﻡ ﺍﻟﺮﺿﻲ ﺍﻟﻜﺎﻣﻞ ﻋﻦ ﺍﻻﺩﺍء.

ﻓ��ﻲ ﺣ��ﻴﻦ ﺃﻥ ﺍﻻﺳ��ﺘﺒﻴﺎﻥ ﻳﺴ��ﺘﻐﺮﻕ 10-15 ﺩﻗﻴﻘ��ﺔ ﻹﻛﻤﺎﻟ��ﻪ, ﺍﻟﻤﻌﻠﻮﻣ��ﺎﺕ ﺍﻟﺘ��ﻲ ﺗﻘ��ﺪﻣﻬﺎ ﺳﺘﺴ��ﻬﻢ ﻓ��ﻲ ﻓﻬ��ﻢ ﺃﺛ��ﺮ ﺍﻟﻤﻤﺎﺭﺳ��ﺎﺕ ﺍﻟﻘﻴﺎﺩﻳ��ﺔ ﻟﻤ��ﺪﻳﺮ ﺍﻟﻤﺪﺭﺳ��ﺔ ﻋﻠ��ﻰ ﺗﻄﺒﻴﻘ��ﺎﺕ ﺍﺳ��ﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴ��ﺎ ﺍﻟﻤﻌﻠﻮﻣ��ﺎﺕ ﻭﺍﻻﺗﺼ��ﺎﻻﺕ ﻓ��ﻲ ﺍﻟﻤ��ﺪﺍﺭﺱ. ﺟﺎﻣﻌ��ﺔ ﻛﻮﻳﻨﺰﻻﻧ��ﺪ ﻣﻠﺘﺰﻣ��ﻪ ﺑﻨﺰﺍﻫ��ﺔ ﺍﻟﺒﺤ��ﺚ ﻭﺍﻟﺴ��ﻠﻮﻙ ﺍﻷﺧﻼﻗ��ﻲ ﻟﻠﻤﺸ��ﺎﺭﻳﻊ ﺍﻟﺒﺤﺜﻴ��ﺔ. ﻭﻣ��ﻊ ﺫﻟ��ﻚ ، ﺇﺫﺍ ﻛ��ﺎﻥ ﻟ��ﺪﻳﻚ ﺃﻳ��ﺔ ﻣﺨ��ﺎﻭﻑ ﺃﻭ ﺍﻟﺸ��ﻜﺎﻭﻯ ﺣ��ﻮﻝ ﺍﻟﺴ��ﻠﻮ ﻙ ﺍﻷﺧﻼﻗ��ﻲ ﻟﻠﻤﺸ��ﺮﻭﻉ ﻳﻤﻜﻨ��ﻚ ﺍﻻﺗﺼ��ﺎﻝ ﻓ��ﻲ ﺟﺎﻣﻌ��ﺔ ﻛﻮﻳﻨﺰﻻﻧ��ﺪ ﻋ��ﻦ ﻃﺮﻳ��ﻖ ﺍﻻﺗﺼﺎﻝ: 0061783133215

ﺍﻭﻋﻦ ﻃﺮﻳﻖ ﺍﺭﺳﺎﻝ ﺇﻳﻤﻴﻞ ﺇﻟﻲ ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﺍﻟﺘﺎﻟﻲ:

[email protected] U

ﺍﻟﺒﺎﺣﺚ

ﻣﺤﻤﺪ ﺍﻟﺸﺮﻳﺠﺔ

ﻣﻼﺣﻈﺔ: ﻳﻘﺼﺪ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻛﻞ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﻤﺘﺎﺡ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻭﻣﻨﻬﺎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻻﻧﺘﺎﺝ ﺍﻟﻮﺳﺎﺋﻞ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻔﻴﺪﺓ, ﺍﺳﺘﺨﺪﺍﻡ ﺍﺟﻬﺰﺕ ﺍﻟﻌﺮﺽ (ﺗﻠﻔﺰﻳﻮﻥ- ﺑﺮﻭﺟﻴﻜﺘﺮ..), ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻮﺍﻗﻊ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺍﻻﻧﺘﺮﻧﺖ, ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﻳﻤﻴﻞ, ﻭﺍﻟﻜﺎﻣﻴﺮﺓ, ﻭﺍﺟﻬﺰﺕ ﺍﻟﺘﺴﺠﻴﻞ, ﻭﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﻤﺘﺨﺼﺼﻪ ﺫﺍﺕ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻤﺤﺪﺩﺓ ﻣﺜﻞ ﺍﻟﺤﺎﺳﺒﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺸﺨﺼﻲ ﻭﻏﻴﺮﻫﺎ.

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Uﺍﻟﺠﺰء Uﺍﻻﻭﻝ:- ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺠﺰء ﺍﻟﻰ ﻣﻌﺮﻓﺔ ﺑﻌﺾ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻟﻚ. ﺍﺭﺟﻮ ﺍﻥ ﻳﻜﺘﺐ ﺍﻟﺮﺩ ﺑﺎﻟﻤﻜﺎﻥ

ﺍﻟﻤﺨﺼﺺ ﻭﺍﻥ ﻳﺘﻢ ﺗﺤﺪﻳﺪ ﺍﻟﺠﻮﺍﺏ ﺍﻟﻤﻨﺎﺳﺒﻪ :- (ﺍﺭﺟﻮ ﺍﻥ ﻳﺘﻢ ﺍﺧﻴﺎﺭ ﺍﻟﺠﻮﺍﺏ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻚ)

• ﺍﻟﺠﻨﺲ : □ ﺫﻛﺮ □ ﺍﻧﺜﻲ

• ﺍﻟﻌـــــــﻤﺮ : □ ﺍﻗﻞ ﻣﻦ 30 □ 31-45 □ ﺍﻛﺜﺮ ﻣﻦ 46

• ﺍﻟﺨﺒﺮﻩ ﺍﻟﻤﻴﺪﺍﻧﻴﺔ : □ ﺍﻗﻞ ﻣﻦ 10 ﺳﻨﻮﺍﺕ □11- 20 □ ﺍﻛﺜﺮ ﻣﻦ 21

• ﻣﺎ ﻫﻲ ﺧﻠﻔﻴﺘﻚ ﺍﻻﻛﺎﺩﻳﻤﻴﺔ : □ ﻣﺘﺨﺼﺺ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ □ ﻏﻴﺮ ﻣﺘﺨﺼﺺ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ

• ﺍﻟﻤﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ: □ ﺩﺑﻠﻮﻡ □ ﺑﻜﺎﻟﻮﺭﻭﻳﺲ □ ﻣﺎﺟﺴﺘﻴﺮ ﺍﻭ ﺩﻛﺘﻮﺭﺍﺓ

• ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ: □ ﺍﻛﺜﺮ ﻣﻦ 1 ﻭﺍﻗﻞ ﻣﻦ 4 □5-10 □ﺍﻛﺜﺮ ﻣﻦ 11

ﺩﻭﺭﺓ ﺗﺪﺭﻳﺒﻴﺔ

ﺍﻻﺳﺌﻠﻪ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﺑﺸﺪﺓ 1. ﻳﺸﺠﻊ ﻣﺪﻳﺮﺍﻟﻤﺪﺭﺳﺔ ﺛﻘﺎﻓﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻌﺎﻭﻧﻲ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺑﺎﻟﻤﺪﺭﺳﺔ (ﺍﻟﺘﺸﺎﺭﻛﻴﺔ) ﺑﺸﺪﺓ 2. ﻳﻨﺴﻖ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻣﺎ ﺑﻴﻦ ﺟﻬﻮﺩ ﺍﻟﻤﺘﻌﻠﻘﻪ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﺼﻴﺎﻧﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺑﺸﺪﺓ 3. ﻳﺴﺎﻋﺪ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻓﻲ ﺗﻮﺿﻴﺢ ﺍﻻﺳﺒﺎﺏ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﺪﺍﻋﻴﻪ ﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺑﺸﺪﺓ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ 4. ﻳﺴﺘﻄﻴﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻭﺳﺎﺋﻞ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺑﺸﻜﻞ ﺑﺸﺪﺓ ﺟﻴﺪ 5. ﻳﻨﻈﻢ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻤﻠﻴﺎﺕ ﺻﻴﺎﻧﺔ ﺍﻟﺒﻨﻴﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻻﺳﺎﺳﻴﺔ ﺍﻟﻤﻄﻠﻮﺏ ﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﻪ ﺑﺸﺪﺓ ﺑﺎﻟﻤﺪﺭﺳﺔ 6. 8- ﻳﻮﺿﺢ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻫﻤﻴﺔ ﺍﻳﻤﺎﻥ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺑﺎﻻﻫﺪﺍﻑ ﺍﻟﻤﺘﻌﻠﻘﻪ ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ ﺑﺸﺪﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﻟﻤﺪﺭﺳﺔ 7. ﻳﺸﺮﻙ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻣﻌﻪ ﻓﻲ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺻﻴﺎﻏﺔ ﺭﺅﻳﺔ ﻣﺸﺘﺮﻛﻪ ﺗﺘﻌﻠﻖ ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ ﺑﺸﺪﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﻻﺗﺼﺎﻻﺕ 8. ﻳﺴﺎﻋﺪ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻓﻲ ﺗﻌﺰﻳﺰ ﻣﺼﺎﺩﺭ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﻘﻮﺓ ﻟﺪﻱ ﺍﻟﻤﻌﺎﻣﻠﻴﻦ ﻭﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ ﻧﻘﺎﻁ ﺑﺸﺪﺓ ﺍﻟﻀﻌﻒ 9. ﻳﺸﺮﻑ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻻﺩﺍﺭﻳﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ. ﺑﺸﺪﺓ 10. ﻳﻀﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺗﻮﻗﻌﺎﺕ ﻋﺎﻟﻴﺔ ﻭ ﻣﺘﻤﻴﺰﻩ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻓﻲ ﺣﺎﻟﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺸﺪﺓ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ

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11. ﻳﺮﻓﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻣﺴﺘﻮﻱ ﻣﻌﻨﻮﻳﺎﺕ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺭﻏﺒﺎﺗﻬﻢ ﻓﻲ ﺍﻟﻨﺠﺎﺡ ﺑﺸﺪﺓ 12. ﻳﻮﺿﺢ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﻤﺰﺍﻳﺎ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺘﻲ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺳﻮﻑ ﻳﺤﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻟﻤﻌﻠﻢ ﻋﻨﺪ ﺗﺤﻘﻴﻖ ﺑﺸﺪﺓ ﺍﻻﻫﺪﺍﻑ 13. ﻳﻘﻴﻴﻢ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻤﺘﻌﻠﻘﻪ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺑﺸﺪﺓ ﻭﺍﻻﺗﺼﺎﻻﺕ 14. ﻳﺴﺘﻄﻴﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺭﺑﻂ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﻄﺮﻕ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﺘﺪﺭﻳﺲ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﺘﻲ ﻳﻘﺪﻣﻬﺎ ﺑﺸﺪﺓ ﻟﻠﻤﻌﻠﻤﻴﻦ 15. ﻳﺮﻓﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﺭﺍﺩﺓ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻟﻠﻌﻤﻞ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺑﺸﻜﻞ ﻣﻀﺎﻋﻒ ﺑﺸﺪﺓ 16. ﻳﺘﺒﻨﻲ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﺳﺎﻟﻴﺐ ﺗﺤﻔﻴﺰﻳﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻭﺗﺸﺠﻴﻌﻴﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ. ﺑﺸﺪﺓ 17. ﻳﺴﺘﻄﻴﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺻﻴﺎﻏﺔ ﺳﻴﺎﺳﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺗﻄﻮﻳﺮﻳﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﺴﺘﺪﺍﻣﻪ ﻣﻦ ﺍﺟﻞ ﺗﺸﺠﻴﻊ ﺑﺸﺪﺓ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﻤﺴﺘﻤﺮ ﺑﺎﻟﻤﺪﺭﺳﺔ 18. ﻳﻤﺜﻞ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻧﻤﻮﺫﺝ ﻳﻘﺘﺪﻱ ﺑﻪ ﻣﻦ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺧﻼﻝ ﻣﻤﺎﺭﺳﺘﻪ ﻟﻠﺘﻐﻴﻴﺮ ﺑﺴﻠﻮﻛﻪ ﺍﻟﺸﺨﺼﻲ ﺑﺸﺪﺓ 19. ﻳﺘﻌﺮﻑ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﻌﺎﻣﻠﻴﻦ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻤﺘﻌﻠﻘﻪ ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ ﺑﺸﺪﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ 20. ﻳﻌﻤﻞ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺭﺳﻢ ﺍﺗﻔﺎﻕ ﻣﺸﺘﺮﻙ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺣﻮﻝ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺨﺎﺻﻪ ﺑﺎﻫﺪﺍﻑ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺑﺸﺪﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﻴﻦ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺍﻟﻤﺪﺭﺳﻲ 21. ﻳﺸﺮﻑ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﻤﺘﻌﻠﻘﻪ ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺑﺸﺪﺓ ﻭﺍﻻﺗﺼﺎﻻﺕ 22. ﻳﻌﺒﺮ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻦ ﺍﻟﺮﺿﻲ ﻓﻲ ﺣﺎﻟﺔ ﻣﺎ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻗﻤﺖ ﺑﺎﻧﺠﺎﺯ ﻣﺎﻫﻮ ﻣﻄﻠﻮﺏ ﻣﻨﻲ ﺑﺸﺪﺓ 23. ﻳﺜﻴﺮ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺭﻭﺡ ﺍﻟﺘﺤﺪﻱ ﻟﺪﻱ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻟﺘﻌﻠﻢ ﺍﺷﻴﺎء ﺟﺪﻳﺪﺓ ﺑﺸﺪﺓ 24. ﻳﻮﻓﺮ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﺘﻌﻠﻤﻴﺎﺕ (ﻣﺜﻼ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﺘﻮﻗﻴﺖ, ﻭﺍﻟﺨﻄﻂ ﺍﻟﻌﻤﻠﻴﺔ) ﺍﻟﻤﺮﺗﺒﻄﺔ ﻓﻲ ﺑﺸﺪﺓ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ 25. ﻳﺘﻌﺮﻑ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻲ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻨﺎﺗﺠﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻋﻦ ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺑﺸﺪﺓ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﻟﻤﺪﺭﺳﺔ 26. ﻳﻮﻓﺮ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺣﻠﻮﻻً ﻣﻤﻜﻨﺔ ﻟﻠﻤﺸﻜﻼﺕ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺸﺪﺓ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﻟﻤﺪﺭﺳﺔ 27. ﻳﻨﻈﻢ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻣﺼﺎﺩﺭ ﺍﻟﻤﺪﺭﺳﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺑﺎﻟﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻟﺤﺎﺟﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺸﺪﺓ 28. ﻳﺸﺠﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻔﻌﺎﻝ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻣﻊ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺪﺭﺳﻲ (ﺍﻟﻤﺪﺍﺭﺱ ﺍﻷﺧﺮﻯ) ﺑﺸﺪﺓ 29. ﻳﻮﺟﻪ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻭﺟﺔ ﺻﺮﻑ ﻣﻴﺰﺍﻧﻴﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺍﻟﻤﺪﺭﺳﺔ ﺑﻔﻌﺎﻟﻴﻪ ﺑﺸﺪﺓ 30. ﻳﺘﺤﺪﺙ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺑﺤﻤﺎﺱ ﻋﻦ ﻣﺎ ﻳﺠﺐ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻋﻤﻠﻪ ﻭﺍﻧﺠﺎﺯﻩ ﺣﺘﻲ ﺍﺣﻘﻖ ﺍﻻﻫﺪﺍﻑ ﺍﻟﻤﺮﺟﻮﺓ ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺑﺸﺪﺓ ﻭﺍﻻﺗﺼﺎﻻﺕ

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ﺍﻟﺠﺰء ﺍﻟﺜﺎﻧﻲ: ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺠﺰء ﺍﻟﻰ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻗﺪﺭﺍﺗﻚ ﻭﻣﻬﺎﺭﺍﺗﻚ ﺍﻟﺬﺍﺗﻴﺔ ﻻﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻟﺬﺍ ﻳﺮﺟﻰ ﻭﺿﻊ ﻋﻼﻣﺔ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻤﻨﺎﺳﺒﻪ ﺍﻟﻤﻘﺎﺑﻠﻪ ﻟﻼﺳﺌﻠﺔ ﺍﻟﺘﻲ ﺑﺎﻻﺳﺘﺒﺎﻥ : 1) ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ 2) ﻣﻮﺍﻓﻖ 3) ﻻ ﺍﻋﻠﻢ 4) ﻏﻴﺮ ﻣﻮﺍﻓﻖ 5) ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ. 1) ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﺗﻌﺒﺮﻋﻦ ﺍﻟﺮﺿﻲ ﻋﻦ ﺍﻻﺩﺍء ﺑﻴﻨﻤﺎ 5) .ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﺗﻌﺒﺮ ﻋﻦ ﻋﺪﻡ ﺍﻟﺮﺿﻲ ﺍﻟﻜﺎﻣﻞ ﻋﻦ ﺍﻻﺩﺍء

ﺍﻟﺴﺆﺍﻝ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ 1. ﺍﻣﻠﻚ ﺍﻟﻤﻌﺮﻓﻪ ﺑﺎﻟﻤﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﻘﻨﻴﺔ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ 2. ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺳﺎﺳﻴﺔ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﺐ ﺍﻵﻟﻲ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻤﻠﻔﺎﺕ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ 3. ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﻣﻌﺎﻟﺞ ﺍﻟﻨﺼﻮﺹ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ 4. ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻻﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ 5. ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﺮﻭﺽ ﺍﻟﺘﻘﺪﻳﻤﻴﺔ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ 6. ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻻﻧﺘﺮﻧﺖ ﻭﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ 7. ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻣﻦ ﺍﺟﻞ ﺗﻮﻇﻴﻒ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻓﻲ ﺍﻋﻤﺎﻟﻲ ﺍﻟﻴﻮﻣﻴﺔ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ 8. - ﻟﺪﻱ ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻓﻲ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ 9. ﺃﺣﻘﻖ ﻧﺠﺎﺡ ﻓﻲ ﺍﺩﺧﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻧﺸﻄﺘﻪ ﻟﻐﺮﻓﺔ ﺍﻟﺼﻒ ﻳﻮﻣﻴﺎً ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ 10. - ﺣﺼﻠﺖ ﻋﻠﻰ ﻓﺮﺻﺔ ﻛﺎﻓﻴﺔ ﻟﻤﻤﺎﺭﺳﺔ ﻭﺗﺤﺪﻳﺪ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﺸﺪﺓ 11. ﺣﺼﻠﺖ ﻋﻠﻰ ﺍﻟﻤﺼﺎﺩﺭﺓ ( ﺗﺪﺭﻳﺐ / ﺍﻻﺩﻭﺍﺕ ) ﺍﻟﺘﻲ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻣﺤﺎﻳﺪ ﻏﻴﺮ ﻏﻴﺮ ﺍﺣﺘﺎﺟﻬﺎ ﻟﺘﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺑﺸﺪﺓ ﻣﻮﺍﻓﻖ ﻣﻮﺍﻓﻖ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﺸﺪﺓ

ﺷﻜﺮﺍ ﻟﻚ ﻋﻠﻰ ﺗﻌﺎﻭﻧﻚ

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Appendix C: Protocol of Interview for School Principal

Section one:

Study title: the leadership practices of Kuwaiti high school principal for embedding

ICT

Time of interview:

Date:

Place:

The aims of this study are about examining the leadership practices of school principal for embedding ICT, and change in the context of Kuwait for contributing to a deeper theoretical understanding of the change process, and how it might be played out in a country with particular cultural, social and economic priorities. An outcome of the research might be to 1) provide guidelines for policy makers 2) provides a better theoretical understanding of educational change in countries undergoing rapid technological development, 3) provide evidence based strategies and approaches that assist in the uptake of ICT and identification of problems associated with the implementation stage.

The purposes of this interview are to capture the school principal perspectives about the ICT implementation and embedding experience and about school principal’s leadership practices for embedding ICT. It will address five cores of leadership

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practices namely: A) Finance Management, B) Setting Direction, C) Developing

Staff, D) Building Collaboration, E) Principal Agency.

Section two:

Q1. Can you describe how you went about encouraging staff to adopt ICT in their teaching?

a. Were there any problem related to ICT implementation, if so give me an example. b. How did you overcome these problems? (again seek specific examples) c. How important do you think your own experience with ICT was in supporting/ encouraging/mandating the use of ICT? d. What overall benefits do you believe that ICT brings to teaching? e. How do you deal with staff who are difficult to change or resistant to change? f. Were there any constraints in implementing ICT? a. For example: - religious objection, language, culture

Q2. Could you define your approach for implementing ICT?

Probing questions:

a. How do you manage the relationship between school departments in supporting ICT? b. How do you manage school budget with respect to ICT? c. How do you supervise the administration process? d. How do you deal with health and safety issues in related to students’ engagement with ICT? e. How do you promote collaborative culture in school? f. How do you build the school vision in related to ICT? g. How do you direct the school toward full ICT adoption? h. How do you clarify the ICT goals and benefits? i. How do you foster agreement about ICT goals among staff? j. To what extent do you set expectation for ICT use? k. How do you inform the staff about their responsibilities in related to ICT?

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l. How do you encourage staff to incorporate ICT into teaching and learning? a. How can you make staff willing to adopt ICT into their own teaching practices? m. How do you practise the change in your own behaviours?

Q3. Could you describe your approach in supporting staff to implement and adopt ICT?

a. Motivation strategy: b. Individual consideration: c. Provide ICT professional development: what’s kind (workshop, letter, laboratory practical exercise)? Who supervises the assessment process, designs the program, and evaluate the program?

Q4. Can you please explain how could you redesign the school to be receptive for ICT implementing?

Q5. Could you please explain how can you link the ICT to pedagogy?

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Appendix D: A Protocol of Focus Group Interview for Teachers:

Section one:

Study title: the leadership practices of Kuwaiti high school principal for embedding

ICT

Time of interview:

Date:

Place:

Number Interviewees:

The purposes of this interview are twofold. First, it aims to capture the teachers’ perceptions about their school principal leadership practices for implementing ICT in five cores of leadership practices namely: A) Finance Management, B) Setting

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Direction, C) Developing Staff, D) Building Collaboration, E) Principal Agency.

Second, it intends to examine teachers’ personal experience about the ICT implementation.

Instructions: a. Each teacher will be given a nickname during the focus group (as they prefer) b. Each teacher will be asked to answer the question sequentially. c. If there is any comment or further information, teachers will be given one to two minutes to provide details. d. In case of giving up, the teacher will be dismissed in any time during the focus group.

Section two:

In your personal experience related to ICT:

Q1. Can you describe your experience with ICT implementation?

g. Were there any problem related to ICT implementation. If so give me an example. h. How could you overcome these problems? Give me a specific example i. How can you describe the overall benefits of ICT implementation? j. Was there any constraints related to cultural in implementing ICT? a. For example: - religious objection, language

Q2. Could you describe your principal’s approach when implementing ICT?

Probing questions:

n. How does the principal manage the relationship between school departments?

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o. How does the principal manage school budget? p. How does the principal supervise the administration process? q. How does etc principal organise the ICT infrastructures? r. How does principal deal with health and safety issues in related to students’ engagement with ICT? s. How does principal promote collaborative culture in school? t. How does the principal build the school vision in related to ICT? u. How does your principal direct the school toward full ICT adoption? v. How does principal clarify the ICT goals and benefits? w. How does principal foster agreement about ICT goals among staff? x. To what extent does principal set expectation for ICT use? y. How does principal inform the staff about their responsibilities in related to ICT? z. How does principal encourage staff to incorporate ICT into teaching and learning? a. How does principal make staff willing to adopt ICT into their own teaching practices? aa. How does principal practise the change in principal own behaviours?

Q3. Could you describe your principal’s approach in supporting staff to implement and adopt ICT?

d. Motivation strategy: e. Individual consideration: f. Provide ICT professional development: what’s kind (workshop, letter, laboratory practical exercise)? Who supervises the assessment process, designs the program, and evaluate the program?

Q4. Can you please explain how principal redesign the school to be receptive for

ICT implementing?

Q5. Could you please explain in which way principal link the ICT to pedagogy?

Q6. Could you please provide details how can your principal sustain the ICT in the school?

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Appendix E: A Protocol of Focus Group Interview for School Students:

Section one:

Study title: the leadership practices of Kuwaiti high school principal for embedding

ICT

Time of interview:

Date:

Place:

The purposes of this focus group are twofold: first, this focus group aims to find out about students’ experience in using ICT at school. Second, this focus group targets to capture the actual use of ICT in teaching and learning process.

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Instructions: e. Each student will be given a nickname during the focus group (as they prefer) f. Each student will be asked to answer the question sequentially. g. If there is any comment or further information, student will be given one to two minutes to provide details. h. In case of giving up, the student will be dismissed in any time during the focus group.

Q1. Could you tell me about the experience in using ICT?

A. How many hours do you weekly surf the Internet?

B. What are the prefer programs for your? (e.g., educational programs, games, functional programs)

C. Could you describe your abilities in using computer?

Q2. How does your teacher help you to learn about using computer?

Q3. How often does your teacher use ICT tools (such as smart board, presentation, video, data show)?

Q4. How often do you use the computer and its associate tools in school?

Thank you for providing the valuable information.

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Appendix F: A Protocol of Observation

Observation Note

Time:

Date:

Place:

Description: ......

Action Descriptive comment

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Appendix G : An Arabic Version of School A Documents Cited

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Appendix H: School A Interview and Questionnaire Citations of The School Principal ﺍﻟﻤﺪﻳﺮ:ﺩﺍﺋﻤﺎ ﺩﺍﺋﻤﺎ ..ﺩﺍﺋﻤﺎ ﺃﺣﺜﻬﻢ ﻟﻠﻌﻤﻞ ﻛﻞ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻣﻦ ﻛﻞ P/A: we have rules when managing the school ﺍﻻﻗﺴﺎﻡ ﺍﺣﺜﻬﻢ ﻟﻠﻌﻤﻞ ﻣﻊ ﺑﻌﺾ . ﻭﺩﺍﺋﻤﺎ ﺍﻧﺎﻗﺸﻬﻢ ﻭﺍﻧﺼﺤﻬﻢ ﺑﺎﻫﻤﻴﺔ budget; these rules were developed by the ﺑﻨﺎء ﻋﻼﻗﺎﺕ ﻓﻌﺎﻟﻪ ﺑﻴﻦ ﺍﻻﻗﺴﺎﻡ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺩﺍﺋﻤﺎ ﺍﺩﻓﻊ ﺑﺎﻟﻤﻌﻠﻤﻴﻦ ,Ministry which posed more troubles…In general ﻟﻠﻌﻤﻞ ﻣﻊ ﺑﻌﺾ ﻭﺍﻟﻌﻤﻞ ﻛﻔﺮﻳﻖ ﻋﻤﻞ ﻭﺍﺣﺪ ﻓﻲ ﺗﻨﻈﻴﻢ ﺑﻌﺾ I managed the budget with respect to the teachers ﺍﻟﻤﻨﺎﺳﺒﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ. ﻭﺑﺨﺼﻮﺹ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻧﻌﻢ ﻫﻮ :and school general improvement needs. (Lines ﻣﺘﻌﺎﻭﻥ ﻭﺩﺍﺋﻤﺎ ﺍﺣﺜﻬﻢ ﺍﻟﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﻛﻞ ﺍﻻﻗﺴﺎﻡ.. P/A)...I managed to purchase ten.247 242- ﻭﺧﺎﺻﺔ ﺇﺫﺍ ﻛﺎﻥ ﻋﻨﺪﻫﻢ ﻣﺸﺎﻛﻞ.. ﺯﻳﻦ.. ﻳﻌﻨﻲ ﺧﺮﺏ ﺍﻟﺠﻬﺎﺯ , ﺗﻌﺎﻝ computers for the school. The fund was donated ﺍﺷﺒﻚ ﻟﻲ ﻃﺎﺑﻌﺔ ,ﺗﻌﺎﻝ ﻓﻲ ﻋﻨﺪﻱ ﻣﺸﻜﻠﺔ ﻓﻴﺮﻭﺱ, ﺯﻳﻦ .. ﺷﺮﻳﻨﺎ by a donor “a parent of student”…this action is ﻃﺎﺑﻌﺔ ﺟﺪﻳﺪﺓ ﺗﻌﺎﻝ ﻋﺮﻓﻬﺎ , ﺧﺮﺏ ﺍﻟﺠﻬﺎﺯ ﻭﻳﺼﻠﺤﻮﻧﻪ , ﻧﻘﻄﺔ ﻓﻲ .not allowed according to Ministry rules ﺍﻟﺸﺒﻜﺔ ﻓﻲ ﺷﻲء ﻣﻌﻴﻦ ﻳﺼﻠﺤﻮﻧﻪ .. ﺃﻣﺎ ﻟﻤﺎ ﺗﻘﻮﻝ ﻟﻲ ﻫﻞ ﺍﻧﺖ ﺗﻜﺜﺮ However, providing these computers was vital ﻣﻦ ﺍﻟﺪﻭﺭﺍﺕ .. ﻫﻞ ﺳﻮﻳﺖ ﻟﻬﻢ ﺩﻭﺭﺍﺕ؟ ﺍﺟﻴﺒﻚ ﻧﻌﻢ, ﻭ ﺩﺍﻳﻤﺎ ﻧﻌﻤﻞ for the whole school, so I took this step and I am ﻭﺭﺵ ﻋﻤﻞ ﻟﺘﻼﻓﻲ ﺍﻟﻘﺼﻮﺭ ﻭﺗﻄﻮﺭ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭ ﺣﺎﻁ ﺧﻄﺔ ﻭ ﺩﺍﻳﻤﺎ fully aware of the responsibilities (Lines: 251- ﺑﺸﻜﻞ ﻳﻌﻨﻲ ﻣﻨﻬﺠﻲ(Lines: 242- 247.P/A)... ﺍﺷﺘﺮﻱ ﻋﺸﺮﺓ (P/A.253 ﺃﺟﻬﺰﺓ ﻭﻫﺬﺍ ﻣﺎ ﻓﻌﻠﺘﻪ ﺳﺎﺑﻘﺎ. ﻋﻠﻤﺎ ﺍﻥ ﺍﻟﻮﺯﺍﺭﺓ ﺗﻤﻨﻊ ﻭﻟﻜﻦ ﺗﻮﻓﻴﺮ ﻫﺬﻩ ﺍﻻﺟﻬﺰﺓ ﺍﻣﺮ ﺣﻴﻮﻱ ﻟﻠﻤﺪﺭﺳﺔ ﻭﺍﻗﺪﻣﺖ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺨﻄﻮﺓ ﻭﺍﺗﺤﻤﻞ ﻣﺴﺆﻭﻟﻴﺘﻬﺎ ﻋﻠﻤﺎ ﺍﻥ ﺍﻟﻤﺒﻠﻎ ﺗﻢ ﺗﻮﻓﻴﺮﻩ ﻣﻦ ﻗﺒﻞ ﻣﺘﺒﺮﻉ ﺟﺰﺍﺓ ﺍﷲ ﺧﻴﺮ(Lines: 251-253.P/A) ﺍﻟﻤﺪﻳﺮ: ﻣﻦ ﺍﻟﻤﻌﺮﻭﻑ ﺍﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺗﻘﻮﻡ ﺑﻬﺎ ﻭﺯﺍﺭﺓ P/A: It is well known that such operations carried ﺍﻟﺘﺮﺑﻴﺔ ﻣﻤﺜﻠﻪ ﺑﺎﺩﺍﺭﺓ ﺍﻟﻤﻨﺸﺎءﺍﺕ ﻭﺍﻗﺴﺎﻡ ﺍﻟﺼﻴﺎﻧﺔ ﺑﺎﻟﻤﻨﺎﻃﻖ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ,out by the Ministry of Education representative ﻭﻧﺤﻦ ﺑﺎﺩﺍﺭﺍﺕ ﺍﻟﻤﺪﺭﺳﻴﺔ ﻧﻠﺘﺰﻡ ﺑﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﺿﺤﻪ ﺑﻬﺬﺍ ﺍﻟﺼﺪﺩ the management of buildings and maintenance ﻭﻟﻜﻦ ﻫﻞ ﺗﻘﻮﻡ ﺍﻟﻮﺯﺍﺭﺓ ﺑﺪﻭﺭﻫﺎ ﺍﻟﻤﻄﻠﻮﺏ؟ ﺑﻜﻞ ﺛﻘﺔ ﺍﺧﺒﺮﻙ ﺑﺎﻥ areas which has a section in each district...we are ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺼﻴﺎﻧﺔ ﻟﺪﻳﻨﺎ ﻫﻨﺎ ﺑﺎﻟﻤﻨﻄﻘﺔ ﺑﻄﻴﺌﻪ ﺟﺪﺍ ﻭﻧﻌﺎﻧﻲ ﻣﻦ committed to clear instructions in this regard, but ﺗﻌﻘﻴﺪﺍﺕ ﺑﻴﺮﻭﻗﺮﺍﻃﻴﺔ ﻣﻤﻠﻪ ﻭﻓﻲ ﺑﻌﺾ ﺍﻻﺣﻴﺎﻥ ﻧﻘﻮﻡ ﻧﺤﻦ ﺑﺎﻋﻤﺎﻝ ?are the Ministry’s departments taking their roles ﺍﻟﺼﻴﺎﻧﺔ ﺍﻟﺪﻭﺭﻳﻪ ﻭﻓﻖ ﺍﻣﻜﺎﻧﻴﺎﺗﻨﺎ ﺍﻟﻤﺘﺎﺣﺔ(Tell you with confidence that the operations (A/P/Q maintenance for our district; we have here; is very slow and we are suffer from complicated bureaucracy. However, we sometimes do periodical maintenance according to our assets available (A/P/Q) ﺍﻟﻤﺪﻳﺮ: ﺍﻟﺮﺅﻳﺔ ﺍﻟﻤﺪﺭﺳﻴﺔ ﺗﻜﻮﻥ ﻣﺮﺗﺒﻄﺔ ﺑﺮﺅﻳﺔ ﻭﺯﺍﺅﺓ ﺍﻟﺘﺮﺑﻴﺔ, ﻫﺬﺍ P/B: the school vision is linked to the Ministry of ﻳﻮﺟﺪ ﺑﺎﻟﺘﺨﻄﻴﻂ ﺍﻻﺳﺘﺮﺍﺗﺠﻲ ﺍﻟﺬﻱ ﺍﺣﻨﺎ ﻧﻌﺪﻩ ﺍﻻﻥ. ﻓﻼﺯﻡ ﻧﺤﺪﺩ ,Education vision; this was strategically planning ﺍﻟﺮﺅﻳﺔ ﻭﻣﻦ ﺛﻢ ﻧﺤﺪﺩ ﺍﻟﺮﺳﺎﻟﻪ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺬﻱ ﺭﺍﺡ ﻧﺘﺒﻌﻬﺎ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ which we are preparing now. So it is important to ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ﻧﺎﺧﺬ ﻣﻨﻪ ﻛﻢ ﻗﻴﻤﻪ ﺧﻤﺲ ﻗﻴﻢ ﺍﻭ ﺳﺖ ﻭ ﺍﻋﻄﻲ define the vision and then define the message and ﺍﻟﺮﺅﻳﺔ ﻭ ﺍﻟﻘﻴﻢ ﻭﺍﻟﺮﺳﺎﻟﻪ ﻟﻼﻗﺴﺎﻡ ﻭﻳﻌﺪ ﻟﻲ ﺧﻄﺔ ﻋﻤﻞ ﻟﻠﻌﺎﻡ values, which will be followed throughout the ﺍﻟﺪﺭﺍﺳﻲ ﻭﻃﺒﻌﺎً ﺗﻜﻮﻥ ﺷﺎﻣﻠﻪ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺪﺍﺧﻠﻲ ﻭﺍﻟﺨﺎﺭﺟﻲ ﻭﺷﺎﻣﻠﻪ school year...I give the vision, the message and ﻟﻠﻤﻨﻬﺞ ﻭﺍﻟﻄﺎﻟﺐ ﻭﺍﻟﻤﻌﻠﻢ ﻭﺍﻻﻗﺴﺎﻡ ﻭﺷﺎﻣﻞ ﻟﻠﺘﻤﻨﺌﻪ ﺍﻟﻤﻬﻨﻴﻪ ﻭﻣﻦ ﻫﺬﺍ the values to heads of departments to plan actions ﺍﻟﺒﺎﺏ ﻳﻜﻮﻥ ﺍﻧﺖ ﺍﺩﺧﻠﺖ ﺟﻤﻴﻊ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻻﻗﺴﺎﻡ ﻓﻲ ﻣﻮﺿﻮﻉ for each department. Then I upgrade the vision to ﺍﻟﺨﻄﺔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﻪ ﻟﻠﻤﺪﺭﺳﻪ . ﻃﺒﻌﺎً ﻻﺯﻡ ﻳﻜﻮﻥ ﻣﻦ ﺿﻤﻦ ﻫﺬﻩ whole school in conjunction with all department ﺍﻟﻘﻴﻢ ﻣﺎ ﻳﻔﻴﺪ ﺗﺸﺠﻴﻊ ﺍﻟﺠﺎﻧﺐ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲaction plans. The vision must be for internal and (Lines: 292- external societies, including the curriculum, 297.P/A) student and teachers. (Lines: 292-297.P/A) ﺍﻟﻤﺪﻳﺮ:..ﻭﻫﺬﻩ ﻫﻲ ﺍﻻﻣﻮﺭ ﺍﻟﺘﻲ ﺩﺍﺋﻤﺎ ﺍﺗﻨﺎﻗﺶ ﻣﻊ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺣﻮﻟﻬﺎ P/A: I discuss with teachers around the benefits ﻭﺍﺫﻛﺮﻫﻢ ﺑﺎﻫﻤﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻻﺭﺿﺎء ﺍﻟﻄﻼﺏ ﻭﺍﺭﺿﺎء ﺗﻄﻠﻌﺎﺗﻬﻢ of ICT in teaching...I remind teachers about the ﻭﺍﺫﻛﺮﻫﻢ ﺑﺎﻫﻤﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﺤﻴﺎﺓ ﻭﺍﻟﺪﻭﺭ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺬﻱ ﺳﻮﻑ importance of ICT to satisfy students and satisfy ﺗﻠﻌﺒﻪ ﺑﻤﺴﺘﻘﺒﻞ ﺍﻟﻄﻼﺏ ﻭﻣﺴﺘﻘﺒﻞ ﺍﻟﻮﻃﻦ ﻭﺩﺍﺋﻤﺎ ﺍﺧﺒﺮﻫﻢ ﺑﺎﻥ their aspirations, I remind teachers of the key role ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﻴﺲ ﺧﻴﺎﺭ ﺛﺎﻧﻮﻱ ﻭﻟﻜﻨﻬﺎ ﺧﻴﺎﺭ ﺍﻭﻟﻲ ﻣﻬﻤﻪ ﻟﻼﺟﻴﺎﻝ that ICT will play in future of the students and ﺍﻟﻘﺎﺩﻣﺔ ﻭﻟﻼﻗﺘﺼﺎﺩ ﻭﻟﻠﺒﺸﺮﻳﺔ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﻌﻤﻮﻡ :the future of the country. I always tell them that (Lines the ICT is not a secondary option but the primary 130-134.P/A). option and an important once, first for future generations and the economy (Lines: 130- 134.P/A). ﺍﻟﻤﺪﻳﺮ: ﺍﺫﺍ ﻛﻞ ﻭﺍﺣﺪ ﺣﻂ ﺍﻳﺪﻩ ﻓﻲ ﺍﻳﺪﻱ . ﻭﻫﺬﺍ ﻻ ﻳﺘﻢ ﺍﻻ ﻣﻦ ﺧﻼﻝ P/A: It’s done when all staff got involved, this ﺧﻠﻖ ﺍﻧﺴﺠﺎﻡ ﺑﺎﻻﺭﺍء ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻻﻧﺴﺠﺎﻡ ﻳﺤﺘﺎﺝ ﻧﻘﺎﺵ ﻭﺗﺒﺎﺩﻝ can be only achieved through creating harmony ﺍﻓﻜﺎﺭ ﻭﻃﺮﺡ ﻛﻞ ﺷﻲء ﻣﻦ ﺍﻟﻔﻮﺍﺋﺪ ﻭﺍﻟﻤﻀﺎﺭ ﻭﺍﻻﻣﻜﺎﻧﻴﺎﺕ ﻭ ﺍﻟﺪﻋﻢ in teachers’ opinions, and harmony required

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ﺍﻟﻤﺘﻮﻓﺮ ﺑﻄﺮﻳﻘﺔ ﺍﺧﺮﻯ ﻫﺬﺍ ﺍﻻﻧﺴﺠﺎﻡ ﻳﺤﺘﺎﺝ ﻧﻘﺎﺵ ﻣﺘﻮﺳﻊ ﻭﺍﺭﺍء discussion and exchange of ideas and put ﻭﺍﺳﺌﻠﺔ ﻳﺠﺎﺏ ﻋﻠﻴﻬﺎ ﻭﻋﺰﻳﻤﺔ ﺫﺍﺗﻴﺔ ﻣﻦ ﺟﻤﻴﻊ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻭﻫﺬﺍ ﷲ everything from the pros and cons and the ﺍﻟﺤﻤﺪ ﻣﺎ ﺍﻗﻮﻡ ﺑﻪ ﻟﺨﻠﻖ ﻫﺬﺍ ﺍﻻﻧﺴﺠﺎﻡ.(possibilities and the support available. In another (Lines: 316-319.P/A way, this harmony requires discussion and expansion of views and questions need to be answered (Lines: 316-319.P/A) ﺍﻟﻤﺪﻳﺮ : ﺍﻟﺘﺸﺠﻴﻊ ﺍﻣﺮ ﻣﻬﻢ ﻭﻣﻤﺎﺭﺳﺔ ﻓﻌﺎﻟﻪ(P/A: Encouragement was the most influential ...(Lines: 55. P/A ...ﺇﻟﻰ ﺍﻵﻥ.ﺇﻟﻰ ﺃﻣﺲ .. ﺑﻴﻨﻲ ﻭﺑﻴﻨﻚ ﺃﻧﺎ ﻳﻌﻨﻲ ﻓﻲ ﻗﺮﺍﺭﺓ ﻧﻔﺴﻲ .factor to increase the ICT uptake rate. (Lines: 55 ﺍﻟﻤﺪﺭﺱ - ﺧﺎﺻﺔ ﺍﻟﺤﻴﻦ ﺻﺎﺭ ﻟﻬﻢ ﺛﻼﺙ ﺳﻨﻴﻦ ﺣﻄﻮﺍ ﺃﻋﻤﺎﻝ P/A)...I advised all teachers that my assessment ﻣﻤﺘﺎﺯﺓ ﻭﺭﺑﻄﻮﺍ ﻫﺬﻩ ﺍﻟﻤﻜﺎﻓﺎﺓ ﺑﺘﻘﻴﻢ ﺍﻻﺩﺍء ﺍﻟﺴﻨﻮﻱ ﻟﻠﻤﻌﻠﻢ ﻭﺍﻧﺎ will be based on the extent of ICT embedding in ﻛﻤﺪﻳﺮ ﻣﺪﺭﺳﺔ ﺍﻣﻠﻚ 50% ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺘﻘﻴﻴﻢ –ﺍﻟﻠﻲ ﻣﺎ ﻳﻘﺪﻡ ﻟﻲ teaching (Lines: 59-63. P/A)...many teachers ﺷﻲء ﻣﻌﻠﻢ ﺗﻜﻨﻮﻟﻮﺟﻲ ﻣﺎ ﺃﻋﻄﻴﻪ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺘﻲ ﻳﺴﺘﺤﻖ ﻓﻴﻬﺎ ﺃﻋﻤﺎﻝ approached me last year and asked me about the ﻣﻤﺘﺎﺯﺓ ..ﻗﺪ ﻳﺤﺼﻞ ﻋﻠﻰ ﺍﻣﺘﻴﺎﺯ 90 ﺍﻭ 91 ﺍﻭ 92 ﺑﺲ ﻣﺎ ﻳﺤﺼﻞ reason that why they were excluded of the ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ﻛﺬﺍ ﻭﻫﺬﺍ ﻣﺎ ﺍﺑﻠﻐﺖ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺣﻮﻟﻪ ﺑﻮﻗﺖ Excellent work reward, I told them that I advised ﻣﺒﻜﺮ(Lines: 59-63. P/A) ﻫﺬﺍ ﻳﺸﺠﻊ, ﻻﻧﻪ ﻓﻲ ﻧﺎﺱ ﻣﺎ you all that I am going to base my assessment ﺣﺼﻠﻮﺍ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺸﻲء ﻣﻊ ﺃﻧﻬﻢ ﺣﺎﺻﻠﻴﻦ ﻋﻠﻰ ﺍﻣﺘﻴﺎﺯ ﻭ ﺯﻋﻠﻮﺍ.. largely on the extent of ICT uptake. (Lines: 65- ﻣﺎ ﺯﻋﻠﻮﺍ ﺍﻗﺼﺪ ﺑﺲ ﺻﺎﺭ ﺑﺨﺎﻃﺮﻫﻢ..ﻓﻠﻤﺎ ﺗﻘﻮﻝ ﻟﻬﻢ ﺍﻟﺴﺒﺐ ﺃﻧﺎ ﻣﺎ (P/A .67 ﺍﻗﺪﺭ ﺃﺳﺎﻭﻳﻚ ﻣﻊ ﺃﻏﻴﺮﻙ ﺍﻟﻠﻲ ﻳﺴﺘﺨﺪﻡ ﺗﻘﻨﻴﺔ ﻗﻲ ﻛﺬﺍ ﻭﻛﺬﺍ ﻭ ﻛﺬﺍ.. ﻓﻲ ﻧﺎﺱ ﻳﺴﻮﻭﻥ ﻋﻨﺪﻧﺎ ﺳﻴﺪﻳﻬﺎﺕ ﺗﻌﻠﻴﻤﻴﺔ (Lines: 65-67. P/A) ﺍﻟﻤﺪﻳﺮ: ﺍﻛﻴﺪ ﺑﺪﺍﺕ ﺍﻭﻝ ﺷﺊ ﺑﺪﺍﻳﺎﺕ ﻣﺘﻮﺍﺿﻌﻪ ﻭﻟﻜﻦ ﺗﻮﻗﻌﻲ P/A: my expectation and ambition rose in time ﻭﻃﻤﻮﺣﻲ ﺍﺭﺗﻔﻊ ﺍﻛﺜﺮ ﻣﻊ ﺍﻟﻮﻗﺖ ﻭﺍﺗﻮﻗﻊ ﻣﻊ ﺍﻟﻮﻗﺖ ﻭﻣﻊ ﺟﻴﻞ ﺍﺧﺮ and I expect with time, the expectation will rise ﺑﻴﻜﻮﻥ ﻗﺎﺑﻠﻴﺘﻬﺎ ﺍﻛﺜﺮ ﻣﻦ ﺍﻻﻥ . ﺩﺍﺋﻤﺎ ﻣﺎ ﺍﺷﺮﺡ ﻟﻠﻤﻌﻠﻤﻴﻦ ﺣﻮﻝ with more usability comparing to now. This ﺗﻮﻗﻌﺎﺗﻲ ﻭﻃﻤﻮﺣﻲ ﻭﻫﺬﺍ ﺍﻻﻣﺮ ﻳﺪﻓﻌﻬﻢ ﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻟﻌﻄﺎء ﻣﺜﻼ drives them to more commitment, for example, I ﺍﺧﺒﺮﻫﻢ ﺑﺎﻥ ﺍﻟﻄﺮﻕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﻘﺪﻳﻤﺔ ﻳﺠﺐ ﺍﻥ ﻧﺘﺠﺎﻭﺯﻫﺎ ﻳﺠﺐ ﺍﻥ told teachers that the old teaching approaches ﻧﻮﻓﺮ ﻟﻠﻄﻼﺏ ﺣﺎﺟﺘﻬﻢ ﻭﺍﻥ ﻧﻨﻤﻲ ﻟﺪﻳﻬﻢ ﻣﻬﺎﺭﺍﺗﻬﻢ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ must go, and we have to leave these approaches ﻭﺩﺍﺋﻤﺎ ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻥ ﻳﺤﻔﺰﻭﺍ ﺍﻟﻄﻼﺏ ﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻻﺑﺪﺍﻉ beyond us. I advise teachers to feed the students ﻭﺍﻟﻌﻄﺎء ﻭﺍﻃﻠﺐ ﻣﻨﻬﻢ ﺍﻥ ﻳﺘﻔﺎﻋﻠﻮﺍ ﻣﻊ ﻃﻼﺑﻬﻢ ﺑﺎﺳﻠﻮﺏ with their need, and develop their ICT skills and I ﺍﺣﺘﺮﺍﻓﻲ(always ask the teachers to motivate students to .(Lines: 321-325. P/A greater creativity, more commitment, and I ask teachers to professionally interact with their students. (Lines: 321-325. P/A) ﺍﻟﻤﺪﻳﺮ: ﺑﻌﺾ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺧﺎﺻﺔ ﺍﻟﻜﺒﺎﺭ ﻓﻲ ﺍﻟﺴﻦ ﻭﺍﻟﻠﻲ ﺻﺎﺭ ﻟﻬﻢ P/A: As you know there were some older ﻓﺘﺮﺓ ﻃﻮﻳﻠﺔ ﻓﻲ ﺍﻟﻮﺯﺍﺭﺓ ﻭﺍﻟﻠﻲ ﻗﺪ ﻳﻜﻮﻧﻮﻥ ﻋﻠﻰ ﻭﻗﺘﻬﺎ ﻋﻠﻰ ﻭﺟﻪ teachers who had difficulties to absorb the new ﺗﻘﺎﻋﺪ – ﺍﻟﻠﻲ ﺗﻘﺎﻋﺪ ..ﺗﻘﺎﻋﺪ ﺍﻭ ﺇﻧﻬﺎء ﺧﺪﻣﺔ - ﺍﻧﻪ ﻟﻴﺲ ﻣﻦ ﺍﻟﺴﻬﻞ ICT skills, it was not easy to convince them, but ﺗﻐﻴﻴﺮﻩ , ﺧﻼﺹ ﻣﺎ ﺭﺍﺡ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ , ﺗﻌﻮﺩ ﺧﻼﺹ ﻣﺎ through discussion, persuasion, the exchange of ﺭﺍﺡ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻫﺬﻫﻮ ﻟﻜﻦ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻘﺎﺵ ﻭﺍﻻﻗﻨﺎﻉ ideas, offer alternatives, give examples and ﻭﺗﺒﺎﺩﻝ ﺍﻻﻓﻜﺎﺭ ﻭﻃﺮﺡ ﺍﻟﺒﺪﺍﺋﻞ ﻭﺍﻋﻄﻲ ﺍﻻﻣﺜﻠﻪ ﻭﺗﻮﻓﻴﺮ ﺍﻟﺪﻋﻢ provide support, they interacted and started to ﻳﺘﻔﺎﻋﻞ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭ ﻫﺬﺍ ﻳﺸﺠﻊ ﺑﻌﺾ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻠﻲ ﻣﺎ .explore and experiment the new technology ﻛﺎﻧﻮﺍ ﻳﻌﺮﻓﻮﻥ ﺍﻧﻪ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻠﻲ ﺳﻮﺍﻩ ﺭﻓﻴﻘﻪ ﺍﻭ ﺻﺪﻳﻘﻪ ﺍﻭ These actions provided stimulation influence on ﺯﻣﻴﻠﻪ..ﻳﻌﻨﻲ ﺃﻧﺎ ﺳﻮﻳﺖ ﻋﻠﻰ ﺍﻟﺒﻮﺭﺑﻮﻳﻨﺖ ﺃﻧﺎ ﺃﺟﻲ ﻭﺍﻋﺮﺽ ﺷﻐﻠﻪ :all teachers to employ ICT in their tasks (Lines ﻟﺼﻔﻲ ﻭﺑﺎﻟﺘﺎﻟﻲ ﺃﻛﻮﻥ ﻣﻀﻄﺮ ﺇﻧﻲ ﺍﻋﺮﻑ ﺍﺷﻠﻮﻥ ﺃﻧﻌﺎﻣﻞ ﻣﻊ (P/A 38-43 ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﺍﻭ ﺍﻟﺒﻮﺭﺑﻮﻳﻨﺖ ﺍﻭ ﻣﻊ ﺍﻟﻮﺭﺩ (Lines: 38-43 P/A). ﺍﻟﻤﺪﻳﺮ: ﺑﻌﻘﺪ ﺩﻭﺭﺍﺕ ﻟﺮﺅﺳﺎء ﺍﻻﻗﺴﺎﻡ ﺍﻭ ﻣﺜﻞ ﻣﺎ ﺍﻗﻮﻝ ﺣﻠﻘﻪ ﻧﻘﺎﺷﻴﻪ P/A: Many workshops were conducted based on ﺗﺸﻤﻞ ﺟﻤﻴﻊ ﺍﻟﻤﻮﺍﺿﻴﻊ ﻭﺟﻠﺐ ﻣﺤﺎﺿﺮﻳﻦ ﻣﻦ ﺍﻟﺨﺎﺭﺝ .. ﻓﻨﺤﻦ my observations or suggestions from Heads of ﺳﻮﻳﻨﺎ ﻫﺬﻩ ﺍﻟﺘﻨﻤﻴﻪ... ﻋﻤﻠﻨﺎ ﻭﺭﺭﺵ ﻋﻤﻞ ﻛﺜﻴﺮﺓ ﺑﻨﺎءﺍ ﻋﻠﻰ Department...Heads of Department closely deal ﻣﻼﺣﻈﺎﺗﻲ ﺍﻭ ﺍﻗﺘﺮﺣﺎﺕ ﺭﺅﺳﺎء ﺍﻻﻗﺴﺎﻡ ﻓﻬﻢ ﻛﻤﺎ ﺗﻌﻠﻢ ﻳﺘﻌﺎﻣﻠﻮﻥ with teachers and they have more time for ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻣﻊ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﻟﺪﻳﻬﻢ ﻭﻗﺖ ﺍﻃﻮﻝ ﻟﻠﻤﻼﺣﻈﺔ ﻭﺍﻟﻤﺘﺎﺑﻌﺔ. observing and following-up. If necessary, I ﻭﺍﺫﺍ ﺗﻄﻠﺐ ﺍﻻﻣﺮ ﺗﺪﺧﻞ ﻣﻦ ﺍﻟﻮﺯﺍﺭﺓ ﻓﻜﻤﺎ ﺗﻌﻠﻢ ﺍﻥ ﺍﻟﻮﺯﺍﺭﺓ ﻣﻘﻴﺪﺓ worked on letting the Ministry intervene. As you ﺍﻻﻧﺸﻄﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﺎﻟﻤﺪﺍﺭﺱ ﺑﺴﺒﺐ ﺿﻌﻒ ﺍﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻤﺪﺍﺭﺱ know, the Ministry is restricting the PD activities ﺍﻟﻤﺎﺩﻳﺔ ﻭﻣﻮﻓﺮﺓ ﻣﺮﻛﺰ ﺗﺪﺭﻳﺒﻲ ﻭﻓﺮﻭﻉ ﻟﻬﺬﺍ ﺍﻟﻤﺮﻛﺰ ﻓﻲ ﻛﻞ in schools because of low budget and ﻣﺤﺎﻓﻈﺔ ﻭﻳﺘﻢ ﺑﻨﺎءﺍ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﺍﻟﺤﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻜﻞ ﻣﺪﺭﺳﺔ possibilities. PD need identifications are based on ﻋﻤﻞ ﺩﻭﺭﺍﺕ ﻣﺘﺨﺼﺼﻪ ﻳﻠﺰﻡ ﺍﻟﻤﻌﻠﻢ ﺍﻥ ﻳﺤﻀﺮﻫﺎ. ﻭﻋﺎﺩﺓ ﻳﺘﻢ PD assessment from each school...so teachers are ﻭﺿﻊ ﺍﺳﻤﺎء ﺍﻟﻤﻌﻠﻤﻴﻦ ﺑﻨﺎءﺍ ﻋﻠﻰ ﻣﻘﺘﺮﺣﺎﺕ ﺍﻟﻤﺪﺭﺍء :nominated and named on the basis of school (Lines principals’ proposals (Lines: 326-336.P/A) .326-336.P/A) ﺍﻟﻤﺪﻳﺮ: ﻗﺒﻞ ﺷﻬﺮﻳﻦ ﺑﺎﻟﻀﺒﻂ ﻋﻤﻠﻨﺎ ﻭﺭﺵ ﻋﻤﻞ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﻭﺳﺎﺋﻞ P/A: around two months ago, workshops were ﺍﻻﻋﻼﻡ ﺑﺎﻟﺸﺮﺍﺋﺢ ﻭﻛﻴﻔﻴﺔ ﺭﺑﻂ ﻫﺬﻩ ﺍﻟﺸﺮﺍﺋﺞ ﻭﻭﺿﻊ ﻓﻴﺪﻳﻮ ﺍﻭ ﺻﻮﺭ conducted by the Computer Science Department ﻣﺘﺤﺮﻛﺔ ﻛﺎﻧﺖ ﻭﺭﺵ ﻋﻤﻞ ﻣﻤﻴﺰﺓ ﻭﻫﻲ ﺑﺤﻘﻴﻘﺘﻬﺎ ﻭﺿﻌﺖ ﻟﺘﻠﺒﻴﺖ staff on how to benefit from the media, how to ﺣﺎﺟﺎﺕ ﺑﻌﺾ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻣﻤﻦ ﻳﻌﺎﻧﻲ ﻗﺼﻮﺭ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ link, or insert audio in PowerPoint slides, and

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ﺍﻟﺒﻮﺭﺑﻮﻳﻨﺖ(how to develop video or animation. They were .(Lines: 337-340.P/A conducted to support some teachers and to provide them with their ICT needs. (Lines: 337- 340.P/A) ﺍﻟﻤﺪﻳﺮ: ﻧﻮﻋﺎ ﻣﺎ ﺧﺎﺻﺔ ﺍﺫﺍ ﻛﺎﻧﺖ ﻓﻲ ﺗﺨﺼﺼﻲ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﻣﻦ P/A: Somewhat I am able, especially if the ﺣﻴﺚ ﻧﻮﻋﻴﺔ ﺍﻟﻤﺎﺩﺓ ﻭﻛﻴﻔﻴﺔ ﻋﺮﺿﻬﺎ ﻭﺍﻟﻤﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﺘﻲ ﺗﺤﺘﺎﺟﻬﺎ workshop are in my specialty and I do evaluation ﺍﻟﻤﺤﺎﺿﺮ ﻭﺍﻟﺸﺮﺍﻛﺔ ﻓﻲ ﻋﺮﺿﻬﺎ ﻭﻛﺬﻟﻚ ﺍﻗﻴﻴﻢ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻭ ﺍﻻﻧﺸﻄﺔ in terms of the quality of the material and how ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺤﺮﺹ ﻋﻠﻰ ﺣﻀﻮﺭ ﻫﺬﻩ ﺍﻟﻔﻌﺎﻟﻴﺎﺕ ﻭﺗﺴﺠﻴﻞ they are displayed. I supplies needs that requested ﺍﻟﻤﻼﺣﻈﺎﺕ ﻭﻛﺬﻟﻚ ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﻣﻘﺘﺮﺣﺎﺕ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ by the lecturer and I get involved in the ﻭﺗﻘﻴﻴﻤﻬﻢ ﻭﻛﻞ ﻫﺬﻩ ﺍﻻﺟﺮﺍءﺍﺕ ﻳﺘﻢ ﻣﻨﺎﻗﺸﺘﻬﺎ ﻣﻊ ﺍﻟﻤﻌﻠﻢ ﺑﺸﻜﻞ presentation, as well as I evaluate PD or training ﻣﺒﺎﺷﺮ... ﻧﻌﻢ ﻗﻤﺖ ﺑﻌﻤﻞ ﻭﺭﺷﺘﺎﻥ ﻋﻤﻞ ﺍﺣﺪﻫﻢ ﺍﻟﻌﺎﻡ ﺍﻟﻤﺎﺿﻲ activities through personal attendance and my ﻭﺍﺧﺮﻯ ﻫﺬﺍ ﺍﻟﻌﺎﻡ. ﺍﻻﻭﻟﻲ ﻋﻦ ﺍﻟﺘﺤﻀﻴﺮ ﻭﻣﻌﻮﻗﺎﺗﻪ "ﻭﻛﺎﻥ own recorded observations as well as by studying ﺍﻟﻤﻮﺿﻮﻉ ﺍﻻﺳﺎﺳﻲ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﻠﺘﺤﻀﻴﺮ the suggestions and assessment of the ﺑﺸﻜﻞ ﺟﻴﺪ ﻭﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ ﺍﻟﻤﻌﻮﻗﺎﺕ. ﻭﺍﻟﺜﺎﻧﻴﺔ ﻋﻦ ﺍﻟﻌﻨﻒ ﺍﻟﻄﻼﺑﻲ participants. All these measures will be directly ﻭﻛﻼ ﺍﻟﻮﺭﺷﺘﺎﻥ ﻛﺎﻧﺘﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺤﺪﻳﺜﺔ discussed with the staff who conducted the ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺮﻭﺑﻮﻳﻨﺖ ﻭﺍﻟﺒﺮﻭﺟﻜﺘﺮ ﻭﺍﻟﺸﺮﺡ ﻣﺒﺎﺷﺮ(event...I conducted two workshops, one was on .(P/A-Q the lessons preparation and its constraints. The main focus was on how to use technology to prepare well and overcome the obstacles. (P/A- Q) ﺍﻟﻤﺪﻳﺮ: ﻭﺍﷲ ﺍﻧﺎ ﻛﻤﺒﺎﺩﺭﻩ ﻧﺪﻋﻤﻬﺎ ﻭﻛﺬﻟﻚ ﻋﻤﻠﻨﺎ ﺍﻧﺸﻄﺔ ﻣﺸﺘﺮﻛﻪ ﻣﻦ P/A I support the initiatives undertaken by ﺍﺟﻞ ﺗﻌﺰﻳﺰ ﺛﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﺟﻤﺎﻻ ﺍﻻﻗﺴﺎﻡ ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻄﺎﻗﻢ ﻛﺎﻣﻞ teachers in order to promote collaborative culture ﻟﺪﻳﻨﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻣﺎ ﺗﺒﺨﻞ ﻋﻦ ﺑﻌﻀﻬﺎ ﻭﻳﺘﻌﺎﻭﻧﻮﻥ. in school. I managed a variety of activities to ﻻﻧﻪ ﺍﻧﺎ ﻋﻨﺪﻱ ﻣﺴﺎﺑﻘﻪ ﺍﻻﻗﺴﺎﻡ ﺍﻟﻤﺘﻤﻴﺰﻩ ﻓﺎﻱ ﺍﻗﺴﺎﻡ ﻣﺘﻤﻴﺰﻩ ﻭﺗﺘﻌﺎﻭﻥ support this culture; in general, all staff of our ﺍﻧﺎ ﺍﻋﻄﻴﻪ ﺟﻮﺍﺋﺰ. ..ﻭﺍﷲ ﺗﺒﻲ ﺗﺴﻤﻴﻬﻢ ﻓﺮﻕ ﻋﻤﻞ ﺍﻭ ﺗﺒﻲ ﺗﺴﻤﻴﻬﻢ school are collaborating well. I developed a ﺟﻤﺎﻋﺎﺕ ﻫﺬﻩ ﻋﻨﺪﻧﺎ ﻣﻮﺟﻮﺩﻩ ﺣﺘﻰ ﺍﺣﻴﺎﻧﺎ ﻧﺪﺧﻠﻬﺎ ﺑﻴﻦ ﺍﻟﻄﻠﺒﻪ . ﻓﻬﺬﻩ competition for distinguishing teachers and ﺍﻟﻔﻜﺮﻩ ﻣﻮﺟﻮﺩﻩ. ..ﻭﺩﺍﺋﻤﺎ ﺍﺗﻨﺎﻗﺶ ﻣﻌﻬﻢ ﺑﺎﻟﻴﻪ ﺍﻟﺘﻌﺎﻭﻥ ﻭﻣﻬﺎﻣﻪ departments, honestly, one of the most the ﻭﺍﻓﻀﻞ ﺍﻟﺴﺒﻞ ﻣﻦ ﺍﺟﻞ ﺍﻟﻮﺻﻮﻝ ﺍﻟﻰ ﻣﺴﺘﻮﻱ ﻋﺎﻟﻲ ﻣﻦ ﺍﻟﺘﻌﺎﻭﻥ important criterion of selection is collaborative ﺍﻟﻤﺸﺘﺮﻙ, ﻭﺑﺨﺼﻮﺹ ﺍﻟﺘﻘﻴﻴﻢ ﻟﻼﻗﺴﺎﻡ ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺭﺋﺴﺎء ﺍﻻﻗﺴﺎﻡ efforts. School’s teams promote the collaborative ﺍﻟﻤﺜﺎﻟﻴﻴﻦ ﻭﺍﻟﻤﺘﻌﺎﻭﻧﻴﻦ . ﺍﻣﺎ ﺍﻟﺒﺎﻗﻲ ﻓﻘﻂ ﻧﻘﻴﻤﻬﻢ ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﻨﻪ . efforts. I discuss with teachers about the ﻭﺍﻟﺘﻘﻴﻴﻢ ﻳﻜﻮﻥ ﻓﺮﺩﻱ ﻭﻟﻜﻦ ﺍﺳﺎﺱ ﺍﻭ ﻣﻌﺎﻳﻴﺮ ﺍﻟﺘﻘﻴﻴﻢ ﻋﻠﻰ mechanism, functions and the best ways of ﺍﻟﺘﻌﺎﻭﻥ(collaboration in order to reach a high level of (Lines: 279-289.P/A mutual collaboration (Lines: 279-289.P/A) ﺍﻟﻤﺪﻳﺮ : ﺩﺍﺋﻤﺎ ﺩﺍﺋﻤﺎ ..ﺩﺍﺋﻤﺎ ﺃﺣﺜﻬﻢ ﻟﻠﻌﻤﻞ ﻛﻞ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻣﻦ ﻛﻞ P/A: I usually emphasis on the importance of ﺍﻻﻗﺴﺎﻡ ﺍﺣﺜﻬﻢ ﻟﻠﻌﻤﻞ ﻣﻊ ﺑﻌﺾ . ﻭﺩﺍﺋﻤﺎ ﺍﻧﺎﻗﺸﻬﻢ ﻭﺍﻧﺼﺤﻬﻢ ﺑﺎﻫﻤﻴﺔ working as a team. I asked teachers to get ﺑﻨﺎء ﻋﻼﻗﺎﺕ ﻓﻌﺎﻟﻪ ﺑﻴﻦ ﺍﻻﻗﺴﺎﻡ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺩﺍﺋﻤﺎ ﺍﺩﻓﻊ ﺑﺎﻟﻤﻌﻠﻤﻴﻦ involved in managing public events (Lines: 215- ﻟﻠﻌﻤﻞ ﻣﻊ ﺑﻌﺾ ﻭﺍﻟﻌﻤﻞ ﻛﻔﺮﻳﻖ ﻋﻤﻞ ﻭﺍﺣﺪ ﻓﻲ ﺗﻨﻈﻴﻢ ﺑﻌﺾ (P/A.222 ﺍﻟﻤﻨﺎﺳﺒﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ(Lines: 215-222.P/A) ﺍﻟﻤﺪﻳﺮ :ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ ﺍﻧﺎ ﺍﺗﺒﻊ ﺍﺳﻠﻮﺏ ﺧﺎﺹ ﻓﻲ ﺣﻞ ﺍﻟﺨﻼﻓﺎﺕ P/A: There used to be an overlap in some of the ﺍﻟﺸﺨﺼﻴﺔ ﺑﻴﻦ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻭﺍﻋﺘﻘﺪ ﺍﻥ ﺍﻓﻀﻞ ﻭﺳﻴﻠﺔ ﻟﺘﺠﺎﻭﺯ ﻫﺬﻩ tasks related to technology, so I met with an ﺍﻟﺨﻼﻓﺎﺕ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﺍﻻﺟﺘﻤﺎﻉ ﺑﺎﻃﺮﺍﻑ ﺍﻟﻤﺸﻜﻠﺔ, ﻭﻣﻦ ﺛﻢ Educational Technology Specialist and the ﻣﻨﺎﻗﺸﺘﻬﻢ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺴﺒﺐ ﺍﻟﺤﻘﻴﻘﻲ ﻭﺑﻌﺪﻫﺎ ﺍﻗﻮﻡ ﺑﺤﻞ ﻫﺬﺍ Department of Computer staff and have ﺍﻻﻣﺮ ﺑﺎﺳﻠﻮﺏ ﻳﺴﻮﺩﻩ ﺍﻟﻄﺎﺑﻊ ﺍﻻﻧﺴﺎﻧﻲ ﻭﺍﻻﺧﻮﻱ. ﻭﺑﺨﺼﻮﺹ distributed tasks responsibilities...it was solved ﺍﻟﻤﺸﺎﻛﻞ ﺍﻟﺘﻲ ﻧﻮﺍﺟﻬﻪ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻣﻦ ﻏﻴﺮ ﺍﻟﺨﻼﻓﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻓﻬﻲ through meeting with the staff and listening to ﻛﺜﻴﺮﺓ, ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﻣﺸﻜﻠﺔ ﻗﻠﺔ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﻤﺎﻟﻴﺔ ﻟﻠﻤﺪﺭﺳﺔ their views and discuss the responsibilities, and ﻭﻛﺬﻟﻚ ﻣﺸﺎﻛﻞ ﻣﺘﻌﻠﻘﻪ ﺑﺎﻟﻄﻼﺏ. ﻭﻋﻤﻮﻣﺎ ﺍﻧﺎ ﺍﻗﻮﻡ ﺑﺤﻞ ﻫﺬﻩ then we reached a consensual agreement on the ﺍﻟﻤﺸﺎﻛﻞ ﺑﺎﺳﻠﻮﺏ ﺗﻮﺍﻓﻘﻲ ﺧﺼﻮﺻﺎ ﺍﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻤﺸﻜﻠﺔ ﻳﺘﺄﺛﺮ ﺑﻬﺎ mechanism of actions and responsibilities of each ﻋﺪﺩ ﻣﻦ ﺍﻻﻃﺮﺍﻑ ﻭﺗﺄﺛﺮ ﺑﺴﻴﺮ ﺍﻟﻌﻤﻞ ﺑﺎﻟﻤﺪﺭﺳﺔ, ﺍﻋﻄﻴﻚ ﻣﺜﻞ: ﻟﺪﻳﻨﺎ (parties on ICT in the school (P/A-Q ﻣﺸﺮﻑ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﻛﺬﻟﻚ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﺩﺍﺋﻤﺎ ﻣﺎ ﻳﺤﺼﻞ ﺑﻴﻨﻬﻢ ﺗﺪﺍﺧﻞ ﻓﻲ ﺑﻌﺾ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﺘﻌﻠﻘﻪ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ, ﻟﺬﺍ ﺍﺟﺘﻤﻌﺖ ﻣﻌﻬﻢ ﻭﻭﺯﻋﻨﺎ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﺴﺆﻭﻟﻴﺎﺕ ﺑﺸﻜﻞ ﻭﺍﺿﺢ ﻭﺗﻢ ﻫﺬﺍ ﺍﻻﻣﺮ ﻣﻦ ﺧﻼﻝ ﺍﻻﺟﺘﻤﺎﻉ ﻣﻊ ﺍﻟﻄﺮﻓﻴﻦ ﻭﺍﻟﺴﻤﺎﻉ ﻟﻮﺟﻬﺎﺕ ﻧﻈﺮﻫﻢ ﻭﻣﻨﺎﻗﺸﺔ ﻣﺴﺆﻭﻟﻴﺎﺕ ﻛﻞ ﻃﺮﻑ ﻭﻣﻦ ﺛﻢ ﺍﻻﺗﻔﺎﻕ ﺑﺸﻜﻞ ﺗﻮﺍﻓﻘﻲ ﻋﻠﻰ ﺃﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻟﻠﺪﻓﻊ ﺑﻤﺰﻳﺪ ﻣﻦ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ(P/A-Q) ﺍﻟﻤﺪﻳﺮ: ﻋﻼﻗﺘﻲ ﺟﻴﺪﺓ ﻣﻊ ﺟﻤﻴﻊ ﺍﻻﺩﺍﺭﺍﺕ ﻭﺍﻟﻤﺪﺭﺍء ﷲ ﺍﻟﺤﻤﺪ. P/A: I care to strengthen these relations through ﻭﺩﺍﺋﻤﺎ ﺍﺣﺮﺹ ﻋﻠﻰ ﺗﻘﻮﻳﻤﺔ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﻤﺸﺎﺭﻛﺔ participating in joint projects combine school ﺑﻤﺸﺎﺭﻳﻊ ﻣﺸﺘﺮﻛﺔ ﺗﺠﻤﻊ ﺍﺩﺍﺭﺍﺕ ﺍﻟﻤﺪﺍﺭﺱ ﻟﺘﺤﻘﻴﻖ ﺍﺣﺪ ﺍﻟﺘﻄﻠﻌﺎﺕ, principals to achieve common goals. In the past ﺍﻟﻌﺎﻡ ﺍﻟﻤﻨﺼﺮﻡ ﺗﻢ ﻋﻤﻞ ﺍﺟﺘﻤﺎﻉ ﻟﻠﻤﺪﺭﺍء ﺑﺎﻟﻤﺤﺎﻓﻈﺔ ﻭﻛﺎﻥ ﻟﻘﺎء year, I worked on a meeting for all our district

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ﻣﺜﻤﺮ ﺟﺪﺍ ﺍﺳﺘﻔﺪﻧﺎ ﻣﻨﻪ ﺑﻌﺪ ﺍﻥ ﺗﻮﺣﺪﺕ ﻣﻄﺎﻟﺒﺎﺕ ﺍﻟﻤﺪﺭﺍء ﺑﺘﻮﻓﻴﺮ principals. That meet was very fruitful. We all ﻣﺮﺍﻛﺰ ﺗﻘﻮﻳﺔ ﻣﺠﺘﻤﻌﻴﻪ ﻭﻫﺬﻩ ﺍﻟﻤﺮﺍﻛﺰ ﺗﻘﺪﻡ ﺧﺪﻣﺎﺕ ﺗﺪﺭﻳﺒﻴﺔ benefited from it after uniting our claims. We ﻭﺗﻌﻠﻴﻤﻴﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ ﻭﻣﻦ ﺿﻤﻨﻬﻢ ﺍﻟﻄﻼﺏ, ﻋﻠﻰ ﻓﻜﺮﺓ ﻟﺪﻳﻨﺎ convince the Ministry to establish a number of ﺩﻭﺭﺍﺕ ﺗﻘﺎﻡ ﺑﺎﻟﻔﺘﺮﺓ ﺍﻟﻤﺴﺎﺋﻴﺔ ﻭﺑﺎﺳﻌﺎﺭ ﺟﺪﺍ ﺭﻣﺰﻳﺔ ﻣﺘﻌﻠﻘﻪ community-based centres in schools to provide ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻋﺪﺩ ﻻ ﺑﺎﺱ ﺑﻪ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﻣﺴﺠﻠﻴﻦ training services and educational for the local ﺑﻬﺬﻩ ﺍﻟﺪﻭﺭﺍﺕ(community, which including our students...The .(Lines: 370-375.P/A ICT is a part of these courses and a good number of our students enrolled in these courses (Lines: 370-375.P/A) ﺍﻟﻤﺪﻳﺮ: ﻓﻲ ﺗﻮﺟﻴﻪ ﻣﺒﺎﺷﺮ ﻣﻨﻲ ﻭﻣﻦ ﺍﻟﻮﺯﺍﺭﻩ ﺑﻌﺪ ﻻﺳﺘﺨﺪﺍﻡ P/A: there are a direct guidance from me and the ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﺎﻟﻮﺯﺍﺭﻩ ﺗﻘﺪﻡ ﺍﻟﻤﻼﻳﻴﻦ ﻋﺸﺎﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﺠﻴﺎ Ministry for linking ICT to teaching… at school ﻟﻠﺘﻌﻠﻴﻢ ﻭﺍﻳﻀﺎً ﺍﻋﻄﺎء ﺍﻟﺪﻭﺭﺍﺕ . ﻓﻔﻲ ﺗﻮﺟﻴﻪ ﻣﻦ ﺍﻟﻮﺯﺍﺭﺓ ﻭﻣﻦ level; we have an Educational Technology ﺍﻻﺩﺍﺭﻩ ﺍﻟﻤﺪﺭﺳﻴﺔ ﻭﺑﻤﺎ ﻳﺨﺺ ﺍﻻﺩﺍﺭﺓ ﺍﻟﻤﺪﺭﺳﻴﺔ ﻓﻨﺤﻦ ﻟﺪﻳﻨﺎ Specialist who assigned to help teachers to use all ﻣﻮﻇﻒ ﺗﻘﻨﺒﺎﺕ ﺗﺮﺑﻮﻳﺔ ﻣﺘﺨﺼﺺ ﻳﺴﺎﻋﺪ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ICT forms and to provide teachers with ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺠﻤﻴﻊ ﺍﺷﻜﺎﻟﻬﺎ ﻭﻳﻘﺪﻡ ﻟﻬﻢ ﺍﻟﻨﺼﺎﺋﺢ ﻭﺍﻻﺭﺷﺎﺩﺍﺕ technological advice and guidance. My role is to ﻭﻳﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﺍﻟﺮﺑﻂ ﺍﻟﻨﺎﺟﺢ, ﻭﺩﻭﺭﻱ ﺍﻧﺎ ﻫﻮ ﺗﺸﺠﻴﻊ ﻫﺬﺍ encourage the ICT linking to teaching activities ﺍﻟﺮﺑﻂ ﻭﺍﻟﺪﻓﻊ ﺑﺎﻟﻤﻌﻠﻤﻴﻦ ﻣﻦ ﺍﺟﻞ ﺗﺤﻘﻴﻖ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺮﺑﻂ ﻭﺗﻮﻓﻴﺮ and support the computer science and the ﺍﻟﺪﻋﻢ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻘﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻭﻛﺬﻟﻚ ﻟﻤﻮﻇﻒ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ educational technology specialist to promote the ﻟﻠﺘﻌﺰﻳﺰ ﻫﺬﺍ ﺍﻟﺮﺑﻂ(link (Lines: 355-360.P/A) .(Lines: 355-360.P/A ﺍﻟﻤﺪﻳﺮ: ﻳﺘﻢ ﻫﺬﺍ ﺍﻻﻣﺮ ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﺍﻟﺨﻄﻂ ﻭﻣﺘﺎﺑﻌﺔ ﺗﻮﻓﻴﺮ P/A: To achieve sustainable changes, it must be ﺍﻻﻣﻜﺎﻧﻴﺎﺕ ﻓﻨﺤﻦ ﻟﺪﻳﻨﺎ ﺧﻄﻂ ﻛﺜﻴﺮﺓ ﻭﻟﻜﻦ ﺗﻨﻘﺼﻨﺎ ﺍﻻﻣﻜﺎﻧﻴﺎﺕ done through developing plans, providing ﺍﻟﻤﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ, ﻟﺬﺍ ﻧﺤﻦ ﻧﻌﻤﻞ ﻋﻠﻰ ﺗﺤﻘﻴﻖ ﻫﺬﺍ ﺍﻟﻤﺒﺪء ﻣﻦ ﺧﻼﻝ ,supports, and follow-up. We have many plans ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﻤﺘﺎﺑﻌﺔ ﺍﻟﻤﺴﺘﻤﺮﺓ ﻭﺗﺨﻄﻴﻂ ﺍﺿﺎﻓﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﻜﻮﻥ but the shortage of support including materials ﺟﺪﻳﺪﺓ ﻟﺪﻳﻨﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ, ﻣﺜﻼ ﻟﺪﻳﻨﺎ ﺧﻄﺔ ﻧﻌﻤﻞ ﻋﻠﻴﻬﺎ ﻻﻧﺸﺎء ﻧﺎﺩﻱ and human resources blocked us, so we are ﺍﻟﻤﻜﺘﺸﻒ ﻭﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻨﺎﺩﻱ ﻧﻘﻄﺔ ﺍﻟﻠﻘﺎء ﺑﻴﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ,working on sustaining changes by stimulation ﻣﺸﺎﺭﻳﻊ ﺗﻜﻨﻮﻟﻮﺟﻴﻪ ﻭﻫﺬﻩ ﺍﻟﻤﺸﺎﺭﻳﻊ ﻫﻲ ﻣﺘﻄﻠﺒﺎﺕ ﺩﺭﺍﺳﻴﺔ ﻟﺬﺍ ﻧﺤﻦ continuous monitoring, and planning to add new ﺳﻮﻑ ﻧﻮﻓﺮ ﺍﻻﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﻬﻢ ﻭﻧﺴﻤﺢ ﻟﻬﻢ ﺑﺎﻟﻌﻤﻞ ICT applications in our school (Lines: 383- ﻣﻨﻔﺮﺩﻳﻦ ﺍﻭ ﻋﻠﻰ ﺷﻜﻞ ﺟﻤﺎﻋﺔ ﻋﻤﻞ ﻭﺳﻮﻑ ﻧﻮﻓﺮ ﻟﻬﻢ ﻛﻞ ﻣﺘﻄﻠﺒﺎﺕ (P/A.385 ﻫﺬﻩ ﺍﻟﻤﺸﺎﺭﻳﻊ ﺑﺎﺫﻥ ﺍﷲ(Lines: 383-385.P/A). ﺍﻟﻤﺪﻳﺮ:ﻣﺜﻼ ﻟﺪﻳﻨﺎ ﺧﻄﺔ ﻧﻌﻤﻞ ﻋﻠﻴﻬﺎ ﻻﻧﺸﺎء ﻧﺎﺩﻱ ﺍﻟﻤﻜﺘﺸﻒ ﻭﻳﻜﻮﻥ P/A: we are working to establish a finder ﻫﺬﺍ ﺍﻟﻨﺎﺩﻱ ﻧﻘﻄﺔ ﺍﻟﻠﻘﺎء ﺑﻴﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﻣﺸﺎﺭﻳﻊ ﺗﻜﻨﻮﻟﻮﺟﻴﻪ club...this club will be a meeting point between ﻭﻫﺬﻩ ﺍﻟﻤﺸﺎﺭﻳﻊ ﻫﻲ ﻣﺘﻄﻠﺒﺎﺕ ﺩﺭﺍﺳﻴﺔ ﻟﺬﺍ ﻧﺤﻦ ﺳﻮﻑ ﻧﻮﻓﺮ :students who have ICT projects… (Lines: Lines ﺍﻻﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﻬﻢ ﻭﻧﺴﻤﺢ ﻟﻬﻢ ﺑﺎﻟﻌﻤﻞ ﻣﻨﻔﺮﺩﻳﻦ ﺍﻭ ﻋﻠﻰ P/A) ... shortly, we will begin to develop.385-388 ﺷﻜﻞ ﺟﻤﺎﻋﺔ ﻋﻤﻞ ﻭﺳﻮﻑ ﻧﻮﻓﺮ ﻟﻬﻢ ﻛﻞ ﻣﺘﻄﻠﺒﺎﺕ ﻫﺬﻩ ﺍﻟﻤﺸﺎﺭﻳﻊ a special section for educational materials and ﺑﺎﺫﻥ ﺍﷲ(Lines: 385-388.P/A)… ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻊ ﺳﻮﻑ will add some of the module lessons that were ﻧﺸﺮﻉ ﺑﻌﻤﻞ ﻗﺴﻢ ﺧﺎﺹ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻧﻀﻴﻒ ﻋﻠﻴﻬﺎ ﺑﻌﺾ videotaped, so this will benefit all students in ﺍﻟﺪﺭﻭﺱ ﺍﻟﺮﻳﺎﺩﻳﺔ ﺍﻟﺘﻲ ﺗﻢ ﺗﺼﻮﻳﺮﻫﺎ ﺑﺎﻟﻔﻴﺪﻳﻮ ﺑﺤﻴﺚ ﻳﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﻛﻞ school and other schools. This website will ﺍﻟﻄﻼﺏ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺍﻟﻤﺪﺍﺭﺱ ﺍﻻﺧﺮﻱ(include all educational materials produced by .(P/A-Q schools. (P/A-Q) ﺍﻟﻤﺪﻳﺮ : ﻻ ﻓﻲ ﺃﻗﺮﺍﺹ ﺗﻌﻠﻴﻤﻴﺔ ﺃﺳﺌﻠﺔ ﻭﺃﺟﻮﺑﺔ ﺧﺎﺻﺔ ﺍﻷﺳﺘﺎﺫ ..... P/A: We have some teachers who were able to ﺯﻳﻦ .. ﻋﻨﺪﻧﺎ ﻳﺴﻮﻱ ﻳﻌﻨﻲ .. ﻋﻨﺪﻫﻢ ﺑﻌﺾ ﺍﻟﻄﺎﻗﺎﺕ ﻳﻌﻨﻲ .. develop interactive CDs as questions and answers ﺯﻳﻦ..ﻳﻮﺯﻉ ﻟﻨﺎ ﺳﻴﺪﻳﻬﺎﺕ ﺧﺎﺻﺔ ﻋﻠﻰ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻋﺸﺮ , ﺃﺷﻴﺎء Lines: 73-74.P/A)...Around 70% of teachers are) ﺗﻌﻠﻴﻤﻴﺔ(Lines: 73-74.P/A)... ﺳﺒﻌﻴﻦ ﺑﺎﻟﻤﺎﺋﺔ ﺍﻟﻠﻲ ﻋﻨﺪﻫﻢ regularly use ICT devices in teaching (Lines: 76- ﻗﺪﺭﺓ ﻋﻠﻰ ﻫﺎ ﺍﻟﺸﻲء ﻫﺬﺍ(Lines: 76-77.P/A)... ﺃﻧﺎ ﻛﻞ :P/A)...All our records are digital stored (Lines.77 ﺳﺠﻼﺗﻲ ﺑﺎﻟﻜﻤﺒﻴﻮﺗﺮ(Lines: 95-96.P/A) ... ﻳﻌﻨﻲ ﻣﺜﻼ ﻗﺴﻢ P/A)...Computer science department.95-96 ﺍﻟﺤﺎﺳﻮﺏ ﻃﻮﺭ ﺳﻴﺪﻳﻬﺎﺕ ﻓﻴﻬﺎ ﻧﻤﺎﺫﺝ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻟﻜﻞ ﻣﻘﺮﺭ ﺗﻘﺮﻳﺒﺎ developed database CDs for each subjects in ﻭﺗﻢ ﺗﻮﺯﻳﻌﻪ ﻋﻠﻰ ﺍﻟﻄﻼﺏ.(Lines: 236-237 P/A)... ﻛﻤﺎ ﺗﻌﻠﻢ cooperation with all departments (Lines: 236- ﻳﻮﺟﺪ ﻟﺪﻳﻨﺎ ﻣﻮﻗﻊ ﻣﺨﺼﺺ ﻟﻠﻤﺪﺭﺳﺔ ﻭﻫﺬﺍ ﺍﻟﻤﻮﻗﻊ ﻣﺨﺼﺺ ﻟﺘﺒﺎﺩﻝ 237P/A)... we have a site dedicated to school and ﺍﻟﻤﻮﺍﺩ(this site is intended for exchanging educational (P/A-Q materials and explanations that benefit the students (P/A-Q)

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Appendix I: School A Interview and Questionnaire Citations of The School Teachers ﻣﻌﻠﻢ A: ﺍﻋﺘﻘﺪ ﺑﻮﺟﻮﺩ ﺭﺍﺑﻂ ﻗﻮﻱ ﺑﻴﻦ ﻋﻤﻠﻴﺎﺕ ﺻﺮﻑ ﺍﻻﻣﻮﺍﻝ AG/A: I think that there is a strong link between ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺣﺎﺟﺎﺕ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻻﺟﻬﺰﺓ ﺍﻟﻤﻄﻠﻮﺑﻪ spending strategy and the needs of teachers (Q/AG/A). (Q/AG/A).

ﺍﺳﺘﺎﺫ D: ﻫﺬﺍ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﺟﺘﻬﺎﺩﺍﺕ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭ ﺍﺫﺍ ﻓﻲ ﻭﺭﺷﺔ DG/A: The Principal arranged a workshop for us ﻋﻤﻞ ﻳﺘﻢ ﺍﻟﺘﻮﺿﻴﺢ ﻭﻫﺬﺍ ﻣﺎ ﺗﻢ ﻓﻌﻼ. ﺣﻴﺚ ﺭﺗﺐ ﺍﻟﻤﺪﻳﺮ ﻟﻨﺎ about the ICT and its use. The guests were a ﻣﺤﺎﺿﺮﺓ ﺣﻮﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻬﺎ ﻭﻛﺎﻥ ﺍﻟﻤﺤﺎﺿﺮﻳﻦ specialist in ICT and a specialist in educational ﺷﺨﺺ ﻣﺘﺨﺼﺺ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺷﺨﺺ ﻣﺘﺨﺼﺺ ﺑﺎﻟﺘﻘﻨﻴﺎﺕ technology. We were allowed to take part and ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺗﻤﺖ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻭﺳﻤﺢ ﻟﻨﺎ ﻣﻨﺎﻗﺸﺖ ﻣﺨﺎﻭﻓﻨﺎ ﻭﻃﺮﺣﺖ discuss our fears; questions were asked and the ﺍﺳﺌﻠﺔ ﻭﺩﺍﺭ ﻧﻘﺎﺵ ﻣﻔﻴﺪ ﺟﺪﺍ (discussion was very useful (Lines: 214-216. .(Lines: 214-216. DG/A DG/A) ﺍﺳﺘﺎﺫA: ﺍﻧﺎ ﻣﺘﻔﻖ ﻣﻊ ﺍﻻﺧﻮﺍﻥ ﺑﺎﻥ ﺍﻟﻨﻘﺎﺷﺎﺕ ﻫﻲ ﺍﺳﺎﺱ ﺍﻟﻮﺻﻮﻝ AG/A: I agreed with my colleagues that ﺍﻟﻰ ﺗﻮﺍﻓﻖ ﻋﺎﻡ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﻓﻌﻼ ﺍﻟﻤﺪﻳﺮ ﻳﺴﺘﺨﺪﻡ ﺍﺳﻠﻮﺏ ﺩﻳﻤﻘﺮﺍﻃﻲ discussion is the basis of reaching consensus in ﻭﻳﺘﻢ ﺍﻟﺘﺼﻮﻳﺖ ﻋﻠﻰ ﺍﻟﻴﻪ ﺍﻟﻌﻤﻞ ﻭﻫﺬﺍ ﻳﻌﺰﺯ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻤﺴﺆﻭﻟﻴﺔ school. Actually, our Principal uses a democratic ﻟﺪﻱ ﺍﻟﻌﻤﻠﻤﻴﻦ ﻻﻧﻬﻢ ﺷﺎﺭﻛﻮﺍ ﺑﺼﻨﻊ ﺍﻟﻘﺮﺍﺭ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ,style. There is voting on the working mechanism which promotes a feeling of responsibility for all (Lines: 232-234. AG/A). teachers because they participate in making plans and decisions (Lines: 232-234. AG/A). ﺍﺳﺘﺎﺫ D: ﺩﻋﻢ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺑﺸﻜﻞ ﻓﺮﺩﻱ ﻳﺘﻢ ﻣﻦ ﺧﻼﻝ ﺗﻮﻓﻴﺮ ﺍﻟﻤﺴﺎﻋﺪﺓ DG/A: Providing individual PD support was ﺍﻟﺘﻲ ﻳﻄﻠﺒﻬﺎ ﺍﻟﻤﻌﻠﻢ ﻭﻣﻦ ﺧﻼﻝ ﺗﺸﺠﻴﻊ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻭﻣﺸﺮﻑ done by offering help, encouraging the Computer ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﻤﺴﺎﻋﺪﺓ ﺟﻤﻴﻊ ﺍﻟﻤﻌﻤﻠﻴﻦ ﻭﺍﻻﻗﺴﺎﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ Science Department and the educational ﺍﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ... ﺍﻟﻤﺪﻳﺮ ﻭﺯﻉ ﻋﺪﺩ ﻣﻦ technology officer to support all teachers with ﺍﻟﻤﻨﺸﻮﺭﺍﺕ ﻭﺍﻟﻤﻄﻮﻳﺎﺕ ﺍﻟﺘﻲ ﺗﺸﺮﺡ ﺗﻘﻨﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ ICT matters... the Principal distributed many ...ﻭﻳﺸﺠﻊ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻋﻠﻰ ﻋﻤﻞ ﻭﺭﺵ ﻋﻤﻞ ﻣﻦ ﺍﺟﻞ ﺗﺴﻬﻴﻞ brochures and scientific publications related to ﺗﺒﺎﺩﻝ ﺍﻟﺨﺒﺮﺍﺕ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻓﻜﻤﺎ ﺗﻌﻠﻢ ﺍﻥ ﺍﻟﻔﺮﻭﻗﺎﺕ ﻭﺍﻟﺨﺒﺮﺍﺕ ICT to all teachers...the Principal encourages ﻣﺘﻔﺎﻭﺗﻪ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻓﻲ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﺠﻴﺎ teachers to conduct ICT-related workshops to ﺑﺎﻟﺘﻌﻠﻴﻢ...ﻭﺍﻟﻤﺪﻳﺮ ﺍﺟﻤﺎﻻ ﻳﺪﻫﻢ ﻛﻞ ﺍﻻﻧﺸﻄﺔ ﺍﻟﺘﻨﻤﻮﻳﺔ ﻭﺧﺼﻮﺻﺎ facilitate exchanging knowledge and experiences ﺍﻟﻤﺘﻌﻠﻘﻪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ among teachers...the Principal generally supports ﻭﺍﻻﺗﺼﺎﻻﺕ.(all PD activities especially those related to ICT (Q/DG/A (Q/DG/A). ﺍﻻﺳﺘﺎﺫ A: ﻧﻌﻢ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﻓﻲ ﺗﻨﻤﻴﺔ ﺛﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺑﺎﻟﻤﺪﺭﺳﺔ, ﺍﻧﺎ AG/A: there is interest in this culture and I am a ﻋﻀﻮ ﻓﻲ ﺛﻼﺙ ﻟﺠﺎﻥ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻠﺠﺎﻥ ﺗﻌﺮﻓﺖ member of three committees in the school....all ﻋﻠﻰ ﺑﻌﺾ ﺍﻟﺰﻣﻼء ﻭﻗﻮﻳﺔ ﻋﻼﻗﺘﻲ ﺑﻬﻢ... ﺟﻤﻴﻊ ﺍﻟﺰﻣﻼء ﺑﺎﻟﻤﺪﺭﺳﺔ colleagues work in the spirit of one family and ﻳﻌﻤﻠﻮﻥ ﺑﺮﻭﺡ ﺍﻻﺳﺮﺓ ﺍﻟﻮﺍﺣﺪﻩ ﻭﻳﺴﺎﻋﺪﻭﻥ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﻓﻲ help each other. The Principal is interested in the ﺍﻣﻮﺭ ﻛﺜﻴﺮﺓ. ﻭﺍﻟﻤﺪﻳﺮ ﻣﻬﺘﻢ ﺑﺘﻨﻤﻴﺔ ﻫﺬﻩ ﺍﻟﺜﻘﺎﻓﺔ ﻣﻦ ﺧﻼﻝ ﻋﻤﻞ ﻟﺠﺎﻥ development of this culture through forming ﺍﻟﻌﻤﻞ ﻭﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺑﺎﻟﻤﺪﺭﺳﺔ...ﻭﺍﻟﻤﺪﻳﺮ ﺩﺍﺋﻤﺎ ﻣﺎ ﻳﺤﺜﻨﺎ ﻋﻠﻰ ﺍﻟﻌﻤﻞ committees and teams in the school...the ﺑﺮﻭﺡ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻻﻳﺨﺎء.(Principal encourages and urges us to collaborate. (Q/AG/A (Q/AG/A). ﺍﺳﺘﺎﺫA: ﻧﻌﻢ ﻫﻨﺎﻙ ﺗﻮﺟﻴﺔ ﻋﺎﻡ ﻭﻫﻨﺎﻙ ﺩﻋﻢ ﻟﻠﺮﺑﻂ ﻟﻜﻦ ﻧﺤﻦ ﻧﺤﺘﺎﺝ AG/A: there is general guidance and there is ﺩﻋﻢ ﺍﻛﺒﺮ ﻣﻦ ﻗﺒﻞ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﻌﻠﻴﺎ ﺑﺎﻟﻮﺯﺍﺭﺓ ﻣﺜﻼ ﺍﻟﻤﺪﺭﺳﺔ ﻻ support for the link, but we need more support ﺗﺴﺘﻄﻴﻊ ﻋﻤﻞ ﻛﻞ ﺷﻲء ﺩﻭﻥ ﺩﻋﻢ. ﺍﻣﺎ ﺑﺨﺼﻮﺹ ﺍﻟﺤﺚ ﻓﻬﻮ from senior leadership in the Ministry of ﻣﻮﺟﻮﺩ ﻭﺍﻟﻤﺪﻳﺮ ﻳﻘﺪﺭ ﻭﻳﻘﻴﻢ ﻛﻞ ﻣﻌﻠﻢ ﻳﺮﺑﻂ ﺑﻴﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ Education. For example, the school management ﻭﺍﻟﺘﺪﺭﻳﺲ ﺑﺸﻜﻞ ﻣﻠﻔﺖ ﻟﻠﻨﻈﺮ(cannot do everything without support. As for the (Lines: 255-257. AG/A stimulation, the Principal encouraged and valued every teacher who successfully linked ICT and teaching (Lines: 255-257. AG/A). ﺍﻻﺳﺘﺎﺫ C : ﻧﻌﻢ ﻳﻮﺟﺪ ﺗﻐﻴﺮ ﻭﺍﺿﺢ . ﻓﺎﻧﺎ ﺍﺷﻮﻑ ﺍﻧﻪ ﻓﻲ ﺗﻐﻴﺮ CG/A: I observed that quality changes are very ﻧﻮﻋﻲ ﻗﻮﻱ ﺟﺪﺍً ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻟﻠﻤﺘﻌﻠﻢ . ﻓﺎﻧﺎ ﺍﺷﻮﻑ ﻧﺴﺒﺔ ﺍﻟﺘﻐﻴﺮ strong in teachers and learners’ attitudes toward ﻣﺘﻄﻮﺭ ﻟﺪﺭﺟﺔ ﺗﻘﺮﻳﺒﺎً 60 ﺍﻭ 70% ﻭﻫﺬﺍ ﻳﻌﻮﺩ ﺍﻟﻰ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ICT. I noticed that the percentage of change is ﺍﺩﺧﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻲ ﺍﻗﺪﻣﺖ ﻋﻠﻴﻬﺎ ﺍﻟﻮﺯﺍﺭﺓ ﻟﺘﻠﺒﻴﺔ ﻃﻤﻮﺣﺎﺕ advanced, around 60 or 70% of total ﺍﻟﻄﻼﺏ ﻭﺗﻮﻓﻴﺮ ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﻌﺼﺮ ﺍﻟﺤﺪﻳﺚ ﻟﻬﻢ. ﻗﺪﻳﻤﺎ ﻟﻢ ﻳﻜﻮﻥ improvement, and this is due to the introduction ﺍﻟﻤﻌﻠﻤﻴﻦ ﻳﻤﻠﻜﻮﻥ ﺍﻱ ﻣﻘﻮﻣﺎﺕ ﻣﻌﺮﻓﺔ ﺣﻮﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ of ICT strategy taken by the Ministry... In the ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺘﺎ ﻭﻟﻜﻦ ﺍﻟﻴﻮﻡ ﻻ ﻳﻤﺮ ﻳﻮﻡ ﺍﻟﻰ ﻧﺮﻱ ﻓﻴﻪ ﺍﺳﺘﺨﺪﺍﻡ ﻟﻠﺘﻘﻨﻴﺎﺕ past, teachers did not have possession to learn

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ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺤﺪﻳﺜﺔ ﻭﻳﻌﻮﺩ ﻟﻬﺬﺍ ﺍﻻﻣﺮ ﺍﻟﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺠﻮﺍﻧﺐ about ICT and its use. But today, situation has ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﻦ ﻗﺒﻞ ﻛﻞ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺑﺎﻟﻮﺯﺍﺭﺓ been rapidly changed; there is no a day goes by ﻭﺍﻟﻤﺪﺭﺳﺔ.(without seeing ICT activities (Lines: 190-194. .(Lines: 190-194. CG/A CG/A). Dﻣﻦ ﻭﺍﻗﻊ ﺧﺒﺮﺗﻲ ﺍﻟﺸﺨﺼﻴﺔ ﻓﺎﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﺗﺎﺣﺖ ﻟﻨﺎ ﻓﻮﺍﺋﺪ BG/A: From my personal experience, the ICT ﻛﺜﻴﺮﺓ ﻭﺍﺻﺒﺤﺖ ﺍﺩﺍﺓ ﻓﺎﻋﻠﻪ ﻓﻲ ﺗﻄﻮﻳﺮ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﺻﺒﺢ ﻣﻦ has allowed us many benefits and become an ﺍﻟﻤﻤﻜﻦ ﺍﻥ ﻧﻌﻄﻲ ﺍﻣﺜﻠﺔ ﺗﺮﺳﺦ ﺑﻌﻘﻠﻴﺔ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ effective tool in the development of teaching ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﻟﺼﻮﺭ ﺍﻟﻤﺘﻮﻓﺮﻩ ﺑﺎﻻﻧﺘﺮﻧﺖ ﻟﺒﻌﺾ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ methods. Now, it became possible to give ﻭﺍﻟﻤﻌﺮﻓﻴﺔ. ﻭﻫﻨﺎﻙ ﻣﻼﺣﻈﺔ ﻣﻬﻤﻪ ﺟﺪﺍ ﺍﺗﻤﻨﻲ ﺍﻥ ﺍﺫﻛﺮﻫﺎ ﻫﻨﺎ ﻭﻫﻲ examples of some scientific phenomena through ﺍﻥ ﺍﻟﻄﺎﻟﺐ ﻳﻨﻐﻤﺲ ﺑﺎﻟﺪﺭﻭﺱ ﺍﻟﺘﻲ ﻳﺴﺘﺨﺪﻡ ﺑﻬﺎ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺤﺪﻳﺜﺔ the use of video and images available on the ﺑﺸﻜﻞ ﻛﺒﻴﺮ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﺘﺪﺭﻳﺲ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﻛﺬﻟﻚ ﺍﺻﺒﺢ .Internet which engage students more effectively ﺍﻟﻄﺎﻟﺐ ﻳﺴﺘﻄﻴﻊ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﻧﺘﺮﻧﺖ ﺍﻥ ﻳﺒﺤﺚ ﻋﻦ A very important note I wish to mention here is ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺮﻭﺣﺎﺕ ﺍﻟﻤﻬﻤﻪ.(that the students significantly engage in lessons (Q/BG/A that use ICT compared to traditional methods of teaching. As well as, it is possible now for the students to search the Internet to get information and explanations of some topics which help to improve students’ understanding of these topics (Q/BG/A). ﺍﻻﺳﺘﺎﺫ A: ﻧﻌﻢ ﻟﻤﻤﺎﺭﺳﺎﺕ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﺛﺮ ﻛﺒﻴﺮ ﻭﻓﻌﺎﻝ ﻓﻲ AG/A: Yes, the practices of the school Principal ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻛﺜﺮ ;have impacts on the ICT embedding processes ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﻓﻌﺎﻟﻴﻪ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻱ ﻫﻲ ﺗﺤﻔﻴﺰ ﻭﺣﺚ ﺍﻟﻤﻌﻠﻤﻴﻦ the influential practices are stimulation and ﻋﻠﻰ ﺍﻟﻤﺒﺎﺩﺭﺓ ﻻﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ. ﻭﺍﻟﺘﺤﻔﻴﺰ,ﺍﻟﺘﻔﺎﻋﻞ, ﺍﻟﺤﺚ encouragement for teachers to ﻭﺍﻟﺪﻋﻢ ﻟﻬﻢ ﺍﺛﺮ ﻛﺒﻴﺮ ﺍﻟﻰ ﺩﺭﺟﺔ ﺍﻥ ﺑﻌﺾ ﺍﻟﺰﻣﻼء ﻏﻴﺮﻭﺍ ﻣﻦ ,initiate…ICT…simulative, interacting ﺍﺳﻠﻮﺏ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﺻﺒﺤﻮﺍ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺸﻜﻞ encouraging and supportive actions were ﻳﻮﻣﻲ ﺑﺴﺒﺐ ﺍﻥ ﺍﻟﻤﺪﻳﺮ ﺗﺪﺧﻞ ﻭﺣﺜﻬﻢ ﻭﺷﺠﻌﻬﻢ ﻭﻭﻓﺮ ﻟﻬﻢ ﺍﻟﺪﻋﻢ effective to the extent that some colleagues had ﻭﺍﻻﻣﻜﺎﻧﻴﺎﺕ ﻭﻫﺬﺍ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻗﺎﻡ ﺑﻪ ﺍﻟﻤﺪﻳﺮ ﻛﺎﻥ ﻟﻪ ﺍﻻﺛﺮ ﺍﻻﺳﺎﺳﻲ changed their teaching approach from a routine ﻟﻤﺜﻞ ﻫﺬﻩ ﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﻟﺪﻱ ﺍﻟﺰﻣﻼء(approach to an ICT-based approach. The .(Q/AG/A Principal’s intervention had resulted in changing their practices. (Q/AG/A). ﺍﻻﺳﺘﺎﺫ B: ﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻘﻴﺎﺩﻳﺔ ﺍﺛﺮ ﻣﺒﺎﺷﺮ ﻭﻓﻌﺎﻝ ﻋﻠﻰ BG/A: The Principal’s leadership practices have ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ. ﺷﺨﺼﻴﺎ a direct effect on the embedding of ICT in ﻏﻴﺮﺕ ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺴﻲ ﻭﺍﺻﺒﺤﺖ ﺍﺳﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻔﻴﺪﺓ teaching. I personally changed my teaching ﺟﺪﺍ ﻭﺍﻟﺴﻬﻠﻪ ﻭﻛﺎﻥ ﻫﺬﺍ ﺍﻟﺘﻐﻴﻴﺮ ﺍﺛﺮ ﻣﻦ ﺍﺛﺎﺭ ﻣﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ. style...I employed ICT in teaching and found it very useful and very convenient. I was encouraged and directed by our Principal. (Q/BG/A) ﺍﻻﺳﺘﺎﺫ C: ﻫﻨﺎﻙ ﺩﻭﺭ ﻓﻌﺎﻝ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻤﺪﻳﺮ CG/A: There was an influential role regarding the ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻻﻧﺸﻄﺔ ﺍﻟﻤﺘﻌﻠﻘﻪ ﻓﻲ ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻡ leadership practices of the Principal on all ICT ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻲ ﻧﺮﺍﻫﺎ ﺍﻟﻴﻮﻡ ﺑﺎﻟﻤﺪﺭﺳﺔ. activities we see today in the school. The ﺍﻟﻤﺪﻳﺮ ﻭﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ﻳﺤﺚ ﻭﻳﺤﻔﺰ ﺍﻟﺠﻤﻴﻊ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ Principal proceeded to urge and encourage us to ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﻣﻦ ﺧﻼﻝ ﻋﺪﺕ ﻣﺴﺘﻮﻳﺎﺕ ﻣﻨﻬﺎ ﻣﺎ ﻳﺘﻢ ﻣﻦ ,use ICT in the school through multiple levels ﺧﻼﻝ ﻣﺠﻠﺲ ﺍﺩﺍﺭﺓ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻭ ﻣﻦ ﺧﻼﻝ ﺭﺅﻭﺳﺎء ﺍﻻﻗﺴﺎﻡ ﺍﻭ ﻣﻊ including the School Board, the heads of ﺍﻟﻤﻌﻠﻤﻴﻦ ﺑﺸﻜﻞ ﻓﺮﺩﻱ. ﻣﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ ﻛﺎﻧﺖ ﻫﻲ ﺍﻟﻤﺤﺮﻙ departments, and teachers. His practices were the ﺍﻻﺳﺎﺳﻲ ﻭﺍﻟﻘﻮﻣﺔ ﺍﻟﺪﺍﻓﻌﻪ ﻟﺘﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﺘﺪﺭﻳﺲ. ﻓﻲ main motivational force for embedding ICT ﺑﺪﺍﻳﺔ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﻤﺪﻳﺮ ﻭﺿﺢ ﻭﺷﺮﺡ ﻟﻠﺠﻤﻴﻊ ﺍﻥ ﺗﻘﻴﻴﻢ ﺍﻟﻜﻔﺎءﻩ ,teaching. At the beginning of the academic year ﻣﺮﺗﺒﻂ ﺑﺸﻤﻞ ﻣﺒﺎﺷﺮ ﻓﻲ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻫﺬﺍ ﺍﻟﺘﻄﺒﻴﻖ the Principal explained to all teachers that using ﻣﺮﺗﺒﻂ ﺑﺘﻘﻴﻴﻢ ﺍﻻﻣﺘﻴﺎﺯ ﺑﻤﻌﻨﻲ ﺍﻥ ﺍﻟﻤﻌﻠﻢ ﺍﻟﺬﻱ ﻻ ﻳﺴﺘﺨﺪﻡ ﻟﻦ ﻳﺤﺼﻞ ICT is the standard of excellent work...this ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﺍﻻﻣﺘﻴﺎﺯ ﻭﻛﻤﺎ ﺗﻌﻠﻢ ﺍﻥ ﺗﻘﺪﻳﺮ ﺍﻻﻣﺘﻴﺎﺯ ﻳﻌﻨﻲ ﺑﻮﻧﺺ directly affected many teachers’ behaviour. The ﺭﺍﺗﺐ ﻭﺗﺼﻒ ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻻﻣﻮﺍﻝ ﺗﺄﺛﺮ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻓﻲ ﺳﻠﻮﻙ Principal’s personal attention and the continuing ﺍﻟﻤﻌﻠﻤﻴﻦ. ﻭﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺍﻥ ﺍﻟﺨﺺ ﺍﻟﻨﻘﺎﻁ ﺑﺎﻟﺘﺎﻟﻲ: ﺍﻻﻫﺘﻤﺎﻡ support, and attempts to improve the level of ICT ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺪﻳﺮ, ﺍﻟﺪﻋﻢ ﺍﻟﻤﺴﺘﻤﺮ, ﻭﻣﺤﺎﻭﻻﺕ ﺗﺤﺴﻴﻦ ﻣﺴﺘﻤﺮ use in the school were the most significant ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻛﺎﻧﺖ ﻫﻲ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺤﻔﺰﺓ (leadership practices of the Principal. (Q/CG/A ﻭﺫﺍﺕ ﺍﻟﺘﺄﺛﻴﺮ ﺍﻟﻔﻌﺎﻝ ﻋﻠﻰ ﺍﻟﺠﻤﻴﻊ(Q/CG/A). ﺍﺳﺘﺎﺫ D: ﻧﻌﻢ ﻫﻨﺎﻙ ﺗﺄﺛﻴﺮ ﻣﺒﺎﺷﺮ ﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻋﻠﻰ DG/A: Yes. There were impacts of leadership ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ. ﻭﻳﻤﻜﻦ ﺣﺼﺮ ﻫﺬﺍ practices by our Principal on the use of ICT in the ﺍﻟـﺘﺄﺛﻴﺮ ﺑﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻔﻌﺎﻟﻪ ﻓﻲ ﺟﻮﺍﻧﺐ ﺍﻟﺘﺤﻔﻴﺰ ,ﺍﻟﺘﻮﺟﻴﺔ, school. This influence was through the practice of ﻭﺍﻟﺤﺚ ﺍﻟﺘﻲ ﺗﻤﺎﺭﺱ ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻤﺪﻳﺮ ﻭﻓﺮ ﻟﻨﺎ ﺍﻻﻧﺘﺮﻧﺖ stimulation, guidance and encouragement by the

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ﺑﺎﻟﻤﺪﺭﺳﺔ. ﻭﻛﺬﻟﻚ ﻭﻓﺮ ﻟﻨﺎ ﺍﻟﻤﺪﻳﺮ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﻟﺪﻋﻢ Principal. The Principal made the Internet ﺍﻻﺯﻡ ﻭﻟﻮﻻ ﻫﺬﻩ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻤﺒﺎﺷﺮ ﻣﻦ ﺍﻟﻤﺪﻳﺮ ﻟﻤﺎ available in school. The Principal also provided ﻭﺻﻠﻨﺎ ﺍﻟﻰ ﻫﺬﺍ ﺍﻟﻤﺮﺣﻠﺔ ﻣﻦ ﺍﻻﺳﺘﺨﺪﺍﻡ (us with equipments and support...the school .(Q/DG/A without these practices and attention by the Principal would not be in this stage with ICT. (Q/DG/A) ﺍﻻﺳﺘﺎﺫ E: ﻧﻌﻢ ﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻘﻴﺎﺩﻳﺔ ﺗﺄﺛﻴﺮ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﻭﺍﻟﻴﺔ EG/A: Yes, the Principal’s leadership had an ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ, ﺍﻧﺎ ﺷﺨﺼﻴﺎ ﻃﻮﺭﺕ ﻣﻦ ﺫﺍﺗﻲ ﻭﻗﺪﺭﺍﺗﻲ impact on the ICT embedding processes and ﻭﺑﺪﺍﺕ ﺍﺳﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟﺘﻘﻴﻨﺎﺕ ﺑﺎﻟﺘﺪﺭﻳﺲ. ﻭﺑﺎﻟﻄﺒﻊ ﺍﻟﺴﺒﺐ ﺍﻟﺮﺋﻴﺴﻲ teacher teaching practices. Personally, I have ﻟﻤﺜﻞ ﻫﺬﺍ ﺍﻟﺘﺤﻮﻝ ﻟﺪﻱ ﻫﻮ ﻣﻤﺎﺭﺍﺕ ﺍﻟﻤﺪﻳﺮ ﻭﺧﺼﻮﺻﺎ ﺍﻟﺤﺚ developed these and started to use ICT in ﻭﺍﻟﺘﺤﻔﻴﺰ(teaching. This was because of the Principal’s .(Q/EG/A urgency and encouragement (Q/EG/A).

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Appendix J: An Arabic Version of School B Documents Cited

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Appendix K: School B Interview and Questionnaire Citations of the School Principal ﺍﻟﻤﺪﻳﺮﺓ : ﺇﻳﻪ ﺇﻳﻪ ﻭﺍﻳﺪ ﺃﺳﺘﺎﺫﻱ ﻳﻌﻨﻲ ﻃﺒﻌﺎ ﻻﻥ ﻛﺎﻧﺖ ﺗﻨﻘﺼﻨﺎ ﻃﺒﻌﺎ B/P: I am able to make link between the budget ﺍﻟﺪﺍﺗﺎﺷﻮ ﺗﻨﻘﺼﻨﺎ ﺍﻟﻼﺑﺘﻮﺑﺎﺕ ﺗﻨﻘﺼﻨﺎ ﺍﻟﻜﻤﺒﻴﻮﺗﺮﺍﺕ,ﻓﻜﺎﻥ ﺗﺨﺎﻃﺐ and the school needs. I managed to increase the ﻋﻠﻰ ﻃﻮﻝ ﻣﻊ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺍﻟﻠﻲ ﻓﻲ ﺍﻟﺪﻭﻟﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺠﻤﻌﻴﺎﺕ school budget by seeking support from the local ﺍﻟﺘﻌﺎﻭﻧﻴﺔ , ﻓﻲ ﺑﻌﺾ ﺍﻟﺒﻨﻮﻙ ﻣﺎ ﻗﺼﺮﻭﺍ ﻛﺎﻧﻮﺍ ﻳﺰﻭﺩﻭﻧﺎ ﺑﺎﻟﺪﺍﺗﺎﺷﻮﺍ organisations; we got more than 10 computers ﻭﻳﺰﻭﺩﻭﻧﺎ ﺏ3 ﺍﻟﻼﺑﺘﻮﺏ ﻭﻋﺸﺮ ﺍﺟﻬﺰﺕ ﻛﻤﺒﻴﻮﺗﺮ, ﺃﻧﺎ ﻛﻤﺪﻳﺮﺓ and three laptops from them…but I wish to have ﻣﺪﺭﺳﺔ ﺟﺎﻧﻲ ﺇﻫﺪﺍء ﻻﺑﺘﻮﺏ ﻻﻥ ﺇﺣﻨﺎ ﻋﻨﺪﻧﺎ ﻣﻮ ﺍﻟﺒﻮﺭﺗﺎﺑﻞ more supports to achieve my desire (Lines: 105- (ﺍﻟﻤﺤﻤﻮﻝ) ﻋﻨﺪﻧﺎ ﻫﺬﺍ ﺍﻟﻔﻜﺴﺪ (ﺍﻟﻜﻤﺒﻴﻮﺗﺮ) ﻓﺎﻧﺎ ﻛﻤﺪﻳﺮﺓ ﻣﺪﺭﺳﺔ (P/B.109 ﻣﺪﻳﺮﺓ ﻣﺴﺎﻋﺪﺓ ﺟﺎﻧﻲ ﺇﻫﺪﺍء ﻻﺑﺘﻮﺏ ﺣﻘﻲ ﻭﺣﻖ ﻣﺪﻳﺮﺍﺗﻲ ﺍﻟﻤﺴﺎﻋﺪﺍﺕ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﺗﺴﻬﻴﻞ ﻟﻠﻌﻤﻞ (Lines: 105- (109.P/B ﺍﻟﻤﺪﻳﺮﺓ: ....ﺑﺎﻟﻤﻴﺰﺍﻧﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻗﺎﺩﺭﺓ ﺃﻭﻓﺮ ﺑﺲ ﺍﻃﻤﺢ ﻷﻛﺜﺮ , ﺃﻧﺎ P/B: As for simple crashes, they are repaired ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻱ ﻟﻮ ﻳﻔﻀﻮﻧﻲ ﺃﻧﺎ ﻛﻤﺪﻳﺮﺓ ﻣﺪﺭﺳﺔ ﻭﻳﺸﻴﻠﻮﻥ ﻋﻨﻲ , [directly...but big crashes require help from [the ﻳﺸﻴﻠﻮﻥ ﻣﻦ ﺃﻋﻤﺎﻝ ﺍﻟﻤﻴﺰﺍﻧﻴﺔ ﺍﻟﺼﻴﺎﻧﺔ ﻭﺗﺘﻜﻔﻞ ﻓﻴﻬﺎ , ﺣﺘﻰ ﺍﻟﺼﻴﺎﻧﺔ district...I have not got enough funds to manage ﺍﻟﺒﺴﻴﻄﺔ ﺃﺳﺘﺎﺫ ﻳﻘﻮﻟﻮﻥ ﻟﻲ ﺍﻟﺼﻴﺎﻧﺔ ﺍﻟﻜﺒﻴﺮﺓ ﻋﻠﻰ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺼﻴﺎﻧﺔ big maintenance actions...[which] are undertaken ﺍﻟﺒﺴﻴﻄﺔ ﺧﻠﻮﻫﺎ ﻋﻠﻴﻜﻢ ﺍﻧﺘﻢ ﻛﺈﺩﺍﺭﺓ ﻣﺪﺭﺳﺔ,ﺃﻧﺎ ﻣﺎ ﺃﺑﻲ , ﺃﻧﺎ ﺧﻠﻮ ﻟﻲ by the maintenance department of the district ﺃﺳﺘﺎﺫ ﺑﺎﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﺗﺼﻞ ﻋﻠﻴﻪ ﻭﺃﻗﻮﻝ ﻟﻔﻼﻥ ﺍﻟﻔﻼﻧﻲ ﺗﻌﺎﻝ (Lines: 210-215. P/B) ﺳﻮﻱ ﻛﻬﺮﺑﺎء ﺗﻌﺎﻝ ﻛﺬﺍ ﻭﺍﻧﺘﻢ ﺍﺩﻓﻌﻮﺍ, ﻫﺎ ﺍﻟﻔﻠﻮﺱ ﺧﻞ ﻳﻌﻄﻮﻧﻲ ﺇﻳﺎﻫﺎ ﺑﺲ ﺃﺗﺼﺮﻑ ﻓﻴﻬﺎ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﺜﻼ ﺑﺘﻄﻮﻳﺮ ﻣﺪﺭﺳﺔ ﻻ ﻳﺸﻐﻠﻮﻧﺎ ﺑﺄﻣﻮﺭ ﺃﺧﺮﻯ, ﻷﻧﻪ ﻧﺺ ﺍﻟﻤﻴﺰﺍﻧﻴﺔ ﺗﺮﻯ ﺭﺍﻳﺤﻪ ﻟﻠﺸﻐﻼﺕ ﻫﺬﻱ(Lines: 210-215. P/B) ﺍﻟﻤﺪﻳﺮﺓ : ﻫﻮ ﺃﺳﺘﺎﺫ ﻫﻲ ﺍﻟﻮﺯﺍﺭﺓ ﻋﻨﺪﻩ ﺧﻄﻂ ﻟﻠﻤﺴﺘﻘﺒﻞ ﻭﻣﺸﺮﻭﻉ P/B: the Ministry of Education (MoE) has plans ﻭﺍﻟﺤﻜﻮﻣﺔ ﻭﺑﺮﻧﺎﻣﺞ ﺍﻟﺤﻜﻮﻣﺔ ﻭﺧﻄﻂ ﺗﻨﻤﻴﺔ ﻭﻣﺎ ﺧﻄﻂ ﺗﻨﻤﻴﺔ , ﻫﻲ and projects for the future. These plans and ﻗﺎﻋﺪﺓ ﺗﻮﻓﺮ ﺃﺳﺘﺎﺫ ﻗﺎﻋﺪﺓ ﺗﻮﻓﺮ ﺃﻣﺎﻧﺔ( projects are linked to the Government’s program Lines: 203- P/B.204)... ﺍﻟﻤﺪﻳﺮﺓ : ﺃﺳﺘﺎﺫﻱ ﻃﺒﻌﺎ ﺍﻧﺖ ﻣﺜﻠﻤﺎ ﺍﻧﺖ ﻋﺎﺭﻑ ﺇﺣﻨﺎ .(and development plans (Lines: 203- 204.P/B ﻋﺎﻳﺸﻴﻦ ﻓﻲ ﺛﻮﺭﺓ ﺍﻟﻠﻲ ﻫﻮ ﺍﻟﻤﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻣﺎ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺧﺎﺻﺔ ﺇﻥ There is no way to keep pace with global ﺍﻟﺤﻴﻦ ﺭﺅﻳﺔ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺠﻮﺩﺓ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ, ﻭﺃﻭﻝ ﻋﺸﺎﻥ ﺇﻧﻲ development without up-to-date curriculum ﺃﻃﺒﻖ ﺍﻟﺠﻮﺩﺓ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻳﻔﺘﺮﺽ ﺍﻧﻮ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺒﺴﻴﻄﺔ ﻫﺬﻩ development and training for our students, and so ﺗﻜﻮﻥ ﻣﺘﻮﻓﺮﺓ ﻋﻨﺪﻱ ﻳﻌﻨﻲ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ. ﻳﻤﻜﻦ ﺇﺣﻨﺎ ﺇﻟﻰ ﺍﻟﺤﻴﻦ ﻣﺎ provide the main base for all development, which ﻗﺪﺭﻧﺎ ﻧﻼﺣﻖ ﺍﻟﺪﻭﻝ ﺍﻟﻠﻲ ﺑﺮﻩ ﻛﻞ ﻳﻮﻡ ﻭﻫﻮ ﻗﺎﻋﺪ ﻳﻄﻠﻊ ﻟﻲ ﺑﺮﻧﺎﻣﺞ is a qualified labour force (Lines: 284- ﺟﺪﻳﺪ ﻛﻞ ﻳﻮﻡ ﻗﺎﻋﺪ ﻳﻄﻠﻊ ﻟﻲ ﻣﺴﺘﺠﺪ ﺟﺪﻳﺪ ﻭﻫﺬﻩ ﺍﻟﺘﻄﻮﺭﺍﺕ P/B)...The Vision is centralised and formed.290 ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻫﻲ ﺍﺳﺎﺱ ﺍﻱ ﺗﻄﻮﺭ ﺍﻗﺘﺼﺎﺩﻱ ﻭﺍﻋﺪﺍﺩ ﻃﺎﻟﺒﺎﺗﻨﺎ ﻣﻦ by the MoE. In school, I need to plan every ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺿﺮﻭﺭﻱ ﺟﺪﺍ ﻻﻱ ﺗﻄﻮﺭ vision to be implemented...I need to convince ﺍﻗﺘﺼﺎﺩﻱ ﻣﺴﺘﻘﺒﻠﻲ. ﻟﻜﻦ ﺃﻧﺎ ﻋﻠﻰ ﻃﻮﻝ ﺃﻧﺎ ﻣﺜﻠﻤﺎ ﻗﻠﺖ ﻟﻚ ﺃﺳﺘﺎﺫﻱ teachers to embrace the vision through ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻲ ﺃﺣﺐ ﻭﺍﻳﺪ ﺃﺩﺵ ﻋﻠﻰ ﺍﻻﻧﺘﺮﻧﺖ ﻭﺍﻳﺪ ﺃﻗﺮﺍ ﻭﺍﻳﺪ discussions, showing the benefits, and to make ﺃﺷﻮﻑ ﺃﻱ ﺟﺪﻳﺪ ﻭﺧﺎﺻﺔ ﻋﻨﺪﻱ ﻣﺸﺘﺮﻛﺔ ﺑﻤﻮﺍﻗﻊ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺸﺘﺮﻛﺔ .(sure needs are met (P/B-Q ﺑﻤﻨﺘﺪﻳﺎﺕ ﻭﺍﻳﺪ ﻓﺄﻭﻝ ﺑﺄﻭﻝ ﻣﺠﺮﺩ ﻣﺎ ﻳﺠﻴﻨﻲ ﺃﻱ ﻣﺴﺘﺠﺪ ﺍﺳﺤﺒﻪ ﻭﺃﻋﻄﻴﻪ ﺣﻖ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻳﺎ ﺇﻣﺎ ﻋﻦ ﻃﺮﻳﻖ ﺳﻴﺪﻳﻬﺎﺕ ﻭﻻ ﺍﺳﺤﺒﻪ ﻟﻬﻢ ﻓﻲ ﺃﻭﺭﺍﻕ(Lines: 284-290.P/B)...ﺍﻟﺮﺅﻳﺔ ﻳﺘﻢ ﺻﻴﺎﻏﺘﻬﺎ ﺑﺸﻜﻞ ﻣﺮﻛﺰﻱ ﻣﻦ ﻗﺒﻞ ﺍﻟﻮﺯﺍﺭﺓ. ﺍﺣﺘﺎﺝ ﺍﻥ ﺍﺿﻊ ﺧﻄﻂ ﺗﻨﻔﻴﺬﻳﺔ ﻣﻦ ﺍﺟﻞ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﺮﺅﻳﺔ. ﺍﺣﺘﺎﺝ ﺍﻥ ﺍﻗﻨﻊ ﺍﻟﻤﻌﻠﻤﺎﺕ ﺑﻬﺬﻩ ﺍﻟﺮﺅﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻘﺎﺵ ﺍﻟﻤﺴﺘﻤﺮ, ﻭﺗﻮﺿﻴﺢ ﻓﻮﺍﺋﺪ ﻫﺬﻩ ﺍﻟﺮﺅﻳﺔ ﻭﺑﺎﻟﻄﺒﻊ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻮﻓﻴﺮ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﺮﺅﻳﺔ .(P/B-Q) ﺍﻟﻤﺪﻳﺮﺓ : ﺣﺘﻰ ﻧﻘﻌﺪ ﻭﻳﺎﻫﻢ ﻭﻧﻨﺎﻗﺸﻬﻢ ﻣﻦ ﺍﺟﻞ - ﻳﻘﻮﻟﻮﻥ ﻻ – ﺇﺣﻨﺎ P/B: I have made great efforts to persuade ﻣﺜﻼ ﻋﻠﻰ ﺍﻓﺘﺮﺍﺽ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﺣﻨﺎ ﻓﻲ ﻫﺬﻱ ﻣﻬﺎﺭﺍﺕ ﻓﻲ ﻋﻨﺪﻧﺎ teachers and academic supervisors...to promote ﻭﺍﻳﺪ ﻛﺘﺎﺑﺔ ﻧﻜﺘﺐ ﻓﻲ ﺗﻘﻮﻳﻢ ﻧﺤﺘﺎﺟﻪ ﺍﻟﻠﻲ ﻫﻢ ﺍﻟﻤﺮﺍﺩﻑ ﻭﻣﺎ ﻣﺮﺍﺩﻑ an agreement about anything among staff, I need ﻃﺒﻌﺎ ﺍﻟﺸﻐﻼﺕ ﺍﻟﻔﻨﻴﺔ ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻌﻠﻮﻡ , ﺍﻟﻌﻠﻮﻡ ﻻ ﻣﺼﺮﻳﻦ ﺇﻻ to inform them, explain the new action and the ﻳﺒﻮﻧﻪ ﻛﺘﺎﺑﺔ ﻳﺪﻭﻳﺔ(Lines: 85-95. P/B)... ﺍﻟﻤﺪﻳﺮﺓ : ﺇﻳﻪ ﻭﺍﷲ benefits of the new practices, and I need to ﺍﻧﺎ ﺍﻋﻤﻞ ﻫﺬﺍ ﺍﻟﺘﻮﺍﻓﻖ ﻣﻦ ﺧﻼﻝ ﺍﻋﻄﺎء ﺍﻻﻣﺜﻠﻪ ﻟﻠﻔﻮﺍﺋﺪ ﺍﻟﻤﺤﻘﻘﻪ ﻣﻦ provide actual examples of the benefits, so I can ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﺳﺘﻤﻊ ﻟﻮﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﻟﻠﻤﻌﻠﻤﺎﺕ ﻭﺍﻧﺎﻗﺸﻬﻦ ,bring all staff on board. I need to listen to them ﺑﺸﻜﻞ ﻣﻨﻔﺘﺢ ﻭﺍﻗﺪﻡ ﻟﻬﻢ ﺍﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﻀﺮﻭﺭﻳﺔ ﺍﻟﺘﻲ ﻳﺤﺘﺎﺟﻬﺎ support them, and overcome any issue... now we ﺍﻟﻤﻌﻠﻤﺎﺕ, ﻫﻲ ﺗﺒﺪﻱ ﺷﻮﻱ ﺷﻮﻱ ﺃﺳﺘﺎﺫﻱ ﺃﻓﻀﻞ ﻳﻌﻴﻨﻲ ﺍﻟﺤﻴﻦ have around 60-70 % of my staff using ICT ﻳﻔﺘﺮﺽ ﺍﻧﻪ ﻓﻲ ﻧﻬﺎﻳﺔ ﻋﺎﻡ ﺩﺭﺍﺳﻲ ﺍﻟﻮﺍﺣﺪ ﻳﺸﻮﻑ ﺷﻨﻮ ﺍﻟﺴﻠﺒﻴﺎﺕ .(devices in teaching (Lines: 85-95, 323-333. P/B ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﻧﺤﻂ ﻟﻨﺎ ﻭﺍﻻﻳﺠﺎﺑﻴﺎﺕ ﻋﻠﻰ ﺃﺳﺎﺱ ﺇﻥ ﺍﻟﻮﺍﺣﺪ ﻳﺤﻂ ﻟﻪ ﺧﻄﺔ ﺗﺤﺴﻴﻦ , ﻳﻌﻨﻲ ﺃﻧﺎ ﻳﻔﺘﺮﺽ ﺷﻨﻮ ؟ ﺃﻧﺎ ﺑﺎﻟﻌﻜﺲ ﻟﻘﻴﺖ ﺍﻧﻪ ﺳﺘﻴﻦ ﺍﻭ ﺳﺒﻌﻴﻦ ﻣﻦ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻋﻨﺪﻫﻢ ﻗﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻼﺑﺘﻮﺏ

321

ﻭﻋﻨﺪﻫﻢ ﻗﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻀﻴﺮ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺤﻔﻴﺰ ﻋﻦ ﻃﺮﻳﻖ ﺷﻬﺎﺩﺍﺕ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﻠﻲ ﺳﻠﻤﺖ ﻟﻬﻢ ﻋﻦ ﻃﺮﻳﻖ ﻛﻠﻤﺎﺕ ﺍﻟﺸﻜﺮ ﺍﻟﻠﻲ ﺃﻋﻄﺖ ﻟﻬﻢ ﻋﻦ ﻃﺮﻳﻖ ﻣﺜﻠﻤﺎ ﻗﻠﺖ ﻟﻚ ﺍﻟﺘﺸﺠﻴﻊ ﺣﺴﻴﺖ ﺍﻧﻪ ﻓﻴﻬﻢ ﻣﻨﺎﻓﺴﺔ ﻓﺄﺗﻤﻨﻰ ﺇﻧﺸﺎء ﺍﷲ ﺣﺘﻰ ﺃﺳﺘﺎﺫﻱ ﺃﻧﺎ ﻛﻔﻜﺮﺓ ﺍﻟﺤﻴﻦ ﺇﻧﺸﺎء ﺍﷲ ﻋﻠﻰ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﻤﻘﺒﻞ , ﺃﺣﺎﻭﻝ ﺍﺧﻠﻲ ﺑﻴﻨﻬﻢ ﻣﻨﺎﻓﺴﺔ ﺍﻧﻪ ﻛﻞ ﻗﺴﻢ ﻋﻠﻤﻲ ﻛﻞ ﻗﺴﻢ ﻋﻠﻤﻲ ﻳﻔﺘﺮﺽ ﺍﻧﻪ ﻋﻠﻰ ﺍﻷﻗﻞ – ﺑﻌﺪ ﻫﺬﺍ ﻷﻧﻪ ﻗﻠﺖ ﻟﻚ ﻫﻢ ﻳﻌﺎﺭﺿﻨﺎ ﺍﻟﺘﻮﺟﻴﻪ ﻣﺎ ﺗﻮﺟﻴﻪ , ﻳﻔﺘﺮﺽ ﻋﻠﻰ ﺍﻷﻗﻞ ﺍﻧﻪ ﺛﻼﺙ ﻣﺮﺍﺕ ﻳﻌﺮﺽ ﻟﻲ ﺩﺭﺱ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻼﺑﺘﻮﺏ ﻳﻌﻨﻲ ﺑﺎﻷﺳﺒﻮﻉ, ﻳﻌﻨﻲ ﺃﻧﺎ ﻣﺎ ﺭﺍﺡ ﺃﺗﻨﺎﺯﻝ ﺇﻥ ﺍﻟﻘﺴﻢ ﺍﻟﻌﻠﻤﻲ ﺛﻼﺙ ﻣﺮﺍﺕ ﺑﺎﻷﺳﺒﻮﻉ ﻳﻔﺘﺮﺽ ﺍﻧﻪ ﻳﺴﻠﻢ ﻟﻲ ﺍﻭ ﺃﻧﺎ ﺃﻧﺪﻋﻲ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﻣﻊ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺗﺪﻋﻮﻧﻲ ﺃﺷﻮﻑ ﺍﻟﺘﺤﻀﻴﺮ ﺑﺎﻟﻬﺬﺍ ﻓﺸﻮﻱ ﺷﻮﻱ ﺃﺳﺘﺎﺫﻱ(Lines: 85-95, 322-333. P/B). ﺍﻟﻤﺪﻳﺮﺓ : ﻫﻮ ﺃﺳﺘﺎﺫﻱ ﻟﻸﺳﻒ ﻓﻲ ﺑﻌﺾ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻣﺜﻠﻤﺎ ﺗﻔﻀﻠﺖ P/B: if I visit a teacher who does not use ICT in ﻳﻌﻨﻲ ﻫﻢ ﺃﻭﻝ ﺷﻲ ﻛﺒﺎﺭ ﻭﺧﺪﻣﺘﻬﻢ ﻛﺒﻴﺮﺓ ﻓﻴﻌﻨﻲ ﺣﺘﻰ ﺍﻟﺮﺩ ﻟﻤﺎ ﻣﺜﻼ teaching, I call her and discuss the issue. I remind ﺃﻧﺎﺩﻳﻬﺎ ﻭﺃﻗﻮﻝ ﻟﻬﺎ ﺣﺒﻴﺒﺘﻲ ﻳﻌﻨﻲ ﺩﺭﺳﻚ ﻛﺎﻥ ﺟﺪﺍ ﻋﺎﺩﻱ ﻟﻮ ﺟﺎﻳﺒﺔ her of the benefits and our commitment to ﻟﻬﻢ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﺎﺭﺿﺔ ﻟﻬﻢ ﻟﻮ ﺍﺳﺘﺨﺪﻣﺖ ﻣﺜﻼ ﺑﻮﺭﺑﻮﻳﻨﺖ ﺧﻠﻨﺎ ﺑﻌﺪ provide students with their needs. I tell her to just ﻣﻦ ﺍﻟﺒﻮﺭﺑﻮﻳﻨﺖ – ﺃﻱ ﺷﻲ - ﺣﺘﻰ ﻟﻮ ﺟﻴﺒﺘﻲ ﻟﻬﻢ ﻭﺳﻴﻠﺔ – ﻃﻴﺐ - forget the job requirements and remember that ﻋﻠﻰ ﺃﺳﺎﺱ ﺇﻧﻬﺎ ﺗﻌﻴﻨﻚ , ﺷﻮ ﺗﺮﺩ ﻋﻠﻲ ؟ ﻭﺍﷲ ﺃﻧﺎ ﺑﻌﺪ ﻛﻞ ﻫﻢ ....., the ICT is now essential and everyone needs to ﻗﻠﺖ ﻟﻬﺎ ﻳﺎ ﺣﺒﻴﺒﺘﻲ ﺧﻠﻲ ﺍﻟﺪﺭﺍﺳﺔ ﻫﺬﻱ ﻋﻠﻰ ﺟﻨﺐ ﺃﻧﺘﻲ ﺍﻟﺤﻴﻦ ﻟﻤﺎ deal with; I allow her to express her feeling and ﻳﺠﻴﻚ ﻭﻟﺪﻙ – ﻭﺍﷲ ﺍﻟﻌﻈﻴﻢ ﺃﺳﺘﺎﺫ , ﻳﻌﻨﻲ ﺍﻟﺤﻴﻦ ﺍﻷﻃﻔﺎﻝ ﻣﺎ ﺷﺎء ﺍﷲ (listen to her (Lines: 340-349. P/B ﻋﻠﻴﻬﻢ ﺃﺫﻛﻴﺎء ﻗﻠﺖ ﻟﻬﺎ ﺣﺘﻰ ﻳﺤﺮﺟﻚ ﺑﺸﻲ, ﺃﻧﺘﻲ ﺣﻖ ﺫﺍﺗﻚ ﺣﻖ ﻧﻔﺴﻚ ,ﺃﻧﺘﻲ ﻣﺎ ﺗﺤﺒﻴﻦ ﻧﻔﺴﻚ ,ﺣﻖ ﺭﻭﺣﻚ ﺃﻧﺘﻲ ﻃﻮﺭﻱ ﺭﻭﺣﻚ , ﺃﻧﺎ ﺧﻠﻲ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻭﺧﻠﻴﻨﻲ ﺃﻧﺎ ﻛﺈﺩﺍﺭﺓ ﻣﺪﺭﺳﺔ ﺃﻧﺘﻲ ﺣﺒﻲ ﻧﻔﺴﻚ , ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﻴﺸﻲ ﻣﻊ ﺍﻟﻨﺎﺱ ﻗﺎﻋﺪﻳﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻧﺖ ﻣﺎ ﻧﺖ ﻭﻣﻮﺍﻗﻊ ﻭﻣﺎ ﻣﻮﺍﻗﻊ , ﻋﻠﻰ ﺍﻷﻗﻞ ﻟﻮ ﺃﻧﺎ ﻭﺍﺣﺪ ﻳﺴﺄﻟﻨﻲ , ﻋﻠﻰ ﺍﻷﻗﻞ ﻗﻌﺪﺕ ﺑﻤﻜﺎﻥ ﺍﻋﺮﻑ ﺍﺷﻠﻮﻥ ﺃﺭﺩ ﻭﻣﻊ ﻫﺬﺍ ﺍﺳﻤﺢ ﻟﻬﺎ ﺍﻥ ﺗﻌﺒﺮ ﻋﻦ ﺭﺍﻳﻬﺎ ﻭﺍﺳﺘﻤﻊ ﻟﻬﺎ ﺑﺘﻤﻌﻦ ﻟﺤﻞ ﻫﺬﻩ ﺍﻟﻤﺸﻜﻠﺔ( (Lines: 340-349. P/B ﺍﻟﻤﺪﻳﺮﺓ: ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻼﺑﺘﻮﺏ ﻭﻋﻨﺪﻫﻢ ﻗﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻀﻴﺮ ﻋﻦ P/B: I encourage and motivate staff in many ﻃﺮﻳﻖ ﺍﻟﺘﺤﻔﻴﺰ ﻋﻦ ﻃﺮﻳﻖ ﺷﻬﺎﺩﺍﺕ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﻠﻲ ﺳﻠﻤﺖ ﻟﻬﻢ ﻋﻦ ,ways. I recognise and appreciate their efforts ﻃﺮﻳﻖ ﻛﻠﻤﺎﺕ ﺍﻟﺸﻜﺮ ﺍﻟﻠﻲ ﺃﻋﻄﺖ ﻟﻬﻢ ﻋﻦ ﻃﺮﻳﻖ ﻣﺜﻠﻤﺎ ﻗﻠﺖ ﻟﻚ reward them and help them to become willing to ﺍﻟﺘﺸﺠﻴﻊ ﺣﺴﻴﺖ ﺍﻧﻪ ﻓﻴﻬﻢ ﻣﻨﺎﻓﺴﺔ ﻓﺄﺗﻤﻨﻰ ﺇﻧﺸﺎء ﺍﷲ ﺣﺘﻰ ﺃﺳﺘﺎﺫﻱ ﺃﻧﺎ employ ICT by creating a positive competitive ﻛﻔﻜﺮﺓ ﺍﻟﺤﻴﻦ ﺇﻧﺸﺎء ﺍﷲ ﻋﻠﻰ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﻤﻘﺒﻞ , ﺃﺣﺎﻭﻝ ﺍﺧﻠﻲ approach among the teachers (Lines: 325- ﺑﻴﻨﻬﻢ ﻣﻨﺎﻓﺴﺔ ﺍﻧﻪ ﻛﻞ ﻗﺴﻢ ﻋﻠﻤﻲ ﻛﻞ ﻗﺴﻢ ﻋﻠﻤﻲ ﻳﻔﺘﺮﺽ ﺍﻧﻪ ﻋﻠﻰ P/B)...I takes care of their needs and.328 ﺍﻷﻗﻞ – ﺑﻌﺪ ﻫﺬﺍ ﻷﻧﻪ ﻗﻠﺖ ﻟﻚ ﻫﻢ ﻳﻌﺎﺭﺿﻨﺎ ﺍﻟﺘﻮﺟﻴﻪ ﻣﺎ ﺗﻮﺟﻴﻪ establish a personal relationship with each (Lines: 325-328.P/B)...ﺇﻳﻪ ﺇﻳﻪ ﺇﻳﻪ ﺃﻧﺎ ﺃﺳﺘﺎﺫﻱ ﺃﻧﺎ ﻣﺜﻞ ﻣﺎ teacher...in every meeting I encourage them to ﻗﻠﺖ ﻟﻚ ﺃﺳﺘﺎﺫ ﺃﻭﻝ ﺷﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻭ ﺃﻧﺎ ﻋﻨﺪﻱ ﺃﻭﻝ ﺷﻲ ...use innovative way of articulating ICT devices ﺃﻭﻝ ﺷﻲ ﺃﺳﺘﺎﺫﻱ ﺍﻻﺑﺘﺴﺎﻣﺔ – ﺳﺤﺮ - ﻭﺍﷲ ﺃﺳﺘﺎﺫﻱ ﻳﻌﻨﻲ ﺣﺘﻰ ﻫﻢ offer teachers who spend extra time on finishing ﺍﻟﺤﻴﻦ ﻳﻌﺮﻓﻮﻧﻲ ﻣﺠﺮﺩ ﻣﺎ ﻫﺬﺍ... ﺃﺑﻠﻪ ﻧﻮﺍﻝ ﺍﻳﺶ ﻓﻴﺶ - ﺑﺲ ﻛﺬﻱ :tasks time off, as return for their efforts. (Lines ﻧﺎﻃﺮﻳﻦ ﺍﻻﺑﺘﺴﺎﻣﺔ - , ﺃﻧﺎ ﻋﻨﺪﻱ ﺳﺤﺮ ﺳﺒﺤﺎﻥ ﺍﷲ ﺳﺒﺤﺎﻥ ﺍﷲ ﻭﺍﷲ (P/B.437-447 ﺃﺳﺘﺎﺫ ,ﻫﺬﻱ ﻗﻤﺔ ﺇﻝ... ﺇﺿﺎﻓﺔ ﺃﺳﺘﺎﺫﻱ ﻳﻌﻨﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ , ﺗﻠﻤﺲ ﺇﻝ... ﻳﻌﻨﻲ ﻣﺜﻼ ﻭﺍﺣﺪﺓ ﺇﺫﺍ ﻣﺜﻼ ﺃﺩﺕ ﻟﻲ ﻋﻤﻞ ﻭ ﺟﺘﻨﻲ ﻓﻲ ﻳﻮﻡ ﻣﻦ ﺍﻷﻳﺎﻡ ﻭﻃﻠﺒﺖ ﻣﻨﻲ ﻛﺬﺍ- ﺗﻌﺮﻑ ﻳﻌﻨﻲ ﻇﺮﻭﻑ ﺍﻟﻨﺴﺎء ﻭﺍﻟﻤﻌﻠﻤﺎﺕ , ﻭﺍﷲ ﻣﺎ ﺍﻗﺼﺮ ﻣﻌﺎﻫﺎ ﻓﻌﻨﺪﻫﺎ ﻫﺬﻱ ﻗﻤﺔ, ﺍﻟﻴﻮﻡ ﺍﻟﻠﻲ ﺳﻮﻳﺘﻲ ﻟﻲ ﺇﻳﺎﻩ ﻫﺬﺍ ﺃﻧﺎ ﻣﺴﺘﻌﺪﺓ ﺃﻋﻄﻴﻚ ﻋﻠﻴﻪ ﺑﺮﺍﻣﺞ ﺍﻟﻠﻲ ﺗﺒﻴﻦ ﺃﺳﺘﺎﺫ , ﺇﺿﺎﻓﺔ ﻃﺒﻌﺎ ﺇﻟﻰ ﺷﻬﺎﺩﺍﺕ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﻠﻲ ﻧﻮﺯﻋﻬﺎ ﻋﻠﻴﻬﻢ ﻓﻲ ﺍﻟﻄﺎﺑﻮﺭ, ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﻛﺘﺐ ﺷﻜﺮ ﺃﺷﻴﺪ ﻓﻴﻬﻢ ﻋﻨﺪ ﻣﺮﺍﻗﺐ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﻫﻮ ﻋﻦ ﻃﺮﻳﻘﻪ ﻳﻮﺟﻪ ﻟﻬﻢ ﻛﺘﺐ ﺍﻟﺸﻜﺮ , ﻭﻫﻤﺎ ﻣﺎ ﻳﺪﺭﻭﻥ , ﻳﻌﻨﻲ ﻫﻤﺎ ﻣﺎ ﻳﺪﺭﻭﻥ ﺷﻨﻮ ﺍﻟﻠﻲ ﺳﻮﻭﻩ , ﺑﺲ ﻣﺜﻼ ﺃﺳﺘﺎﺫ ﻭﻟﻴﺪ ﺗﺮﻯ ﻭﺍﷲ ﻣﺎ ﻗﺼﺮﺕ ﺍﻟﻴﻮﻡ ﻗﺪﻣﺖ ﻭﺭﺷﺔ ﻋﻤﻞ , ﺍﻟﻴﻮﻡ ﻋﺮﺿﺖ ﺩﺭﺱ , ﺍﻟﻴﻮﻡ ﻋﺮﺿﺖ ﺩﺭﺱ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺴﺒﻮﺭﺓ ﺍﻟﺬﻛﻴﺔ , ﻓﺘﺠﻴﻬﻢ ﻛﺘﺐ ﺍﻟﺸﻜﺮ. ﻓﻤﺎ ﺗﺘﺼﻮﺭ ﺍﻧﻪ ﺍﺷﻠﻮﻥ ﺍﻧﻪ ﺟﺎﻳﻬﻢ ﺍﻟﻤﺮﺍﻗﺐ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ , ﺇﺿﺎﻓﺔ ﺃﺳﺘﺎﺫ ﺇﻟﻰ ﻧﺺ ﺍﻟﻔﺼﻞ ﺳﻮﻳﻨﺎ ﻟﻬﻢ ﺣﻔﻠﺔ( :Lines (437-447.P/B ﺍﻟﻤﺪﻳﺮﺓ :ﻭﺍﻳﺪ ﻭﺍﻳﺪ ﺃﺳﺘﺎﺫﻱ, ﺃﻧﺎ ﻣﺜﻠﻤﺎ ﻗﻠﺖ ﻟﻚ ﺃﺳﺘﺎﺫﻱ ﻳﻌﻨﻲ ﻻﻥ P/B: here I must distinguish between the teacher ﻫﻢ ﺍﺭﺟﻊ ﻭ ﺃﻗﻮﻝ ﻟﻚ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻤﺘﺎﺯﺓ ﻭﻣﺮﺍﻋﺎﺗﻲ ﻟﻠﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ who has a weakness in a particular aspect that ﻫﻢ ﻭﺍﻳﺪ ﻣﻤﺘﺎﺯﺓ... ﺗﻘﺪﻳﺮ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻣﺮ ﻣﻬﻢ ﻭﻫﻨﺎ ﻳﺠﺐ ﺍﻥ needs further support, and the teacher who does ﻧﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻢ ﺍﻟﺬﻱ ﻟﺪﻳﻪ ﺿﻐﻒ ﻓﻲ ﺟﺎﻧﺐ ﻣﻌﻴﻦ ﻭﻳﺠﺘﺎﺝ ﻣﺰﻳﺪﺍ not want to work...I actually help out and fully ﻣﻦ ﺍﻟﺪﻋﻢ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻭﺑﻴﻦ ﺍﻟﻤﻌﻠﻢ ﺍﻟﺬﻱ ﻻ ﻳﺮﻏﺐ ﺑﺎﻟﻌﻤﻞ ﻭﺑﺎﻟﺤﻘﻴﻘﺔ considered the circumstances of each teacher

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ﺍﺳﺎﻋﺪ ﻭﺍﺭﻋﻲ ﺍﻟﻈﺮﻭﻑ ﻟﻜﻞ ﻣﻌﻠﻢ ﺑﺸﻜﻞ ﻣﻨﻔﺮﺩ ﻣﻦ ﺧﻼﻝ individually through my observation of their ﻣﻼﺣﻈﺘﻲ ﻟﻘﺪﺭﺍﺗﻪ ﻭﺍﻣﻜﺎﻧﻴﺎﺗﻪ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻗﺪﻡ ﻟﻬﻢ ﺍﻟﺪﻋﻢ ﺍﻟﻤﺒﺎﺷﺮ abilities and individual potential...I offer teachers ﻟﺘﻌﺰﻳﺰ ﺍﻟﺜﻘﺔ ﻟﺪﻳﻬﻢ ﻭﻣﻌﻠﻤﻪ ﺣﺎﺑﻪ ﻭﺗﺸﺘﻐﻞ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﺍﻟﺬﻛﻴﺔ direct support to strengthen their confidence. I ﺟﺘﻨﻲ ﻣﻦ ﺷﺎﻥ ﺗﻘﻮﻝ ﻟﻲ ﺃﺑﻠﻪ ﻧﻮﺍﻝ ﻫﺬﻱ ﻓﻲ ﺩﻭﺭﺓ ﻣﻨﺰﻟﻴﻨﻬﺎ ﻣﺪﺭﺳﺔ help teachers financially to develop their ICT ﺍﻟﺒﻴﺎﻥ ﺛﻨﺎﺋﻴﺔ ﺍﻟﻠﻐﺔ , ﻫﻤﺎ ﻻﻥ ﻫﻨﺎﻙ ﻋﻨﺪﻫﻢ ﻓﻠﻮﺱ ﻓﻴﻨﺰﻟﻮﻥ ﺣﻖ skills. For example, I supported one teacher, last ﻣﻌﻠﻤﺎﺗﻬﻢ ﻓﻘﺎﻟﺖ ﻟﻲ ﺃﺑﻠﻪ ﻧﻮﺍﻝ ﺍﻧﻪ ﻗﻠﺖ ﻟﻬﺎ ﺍﻧﻪ ﺗﻜﻠﻔﺔ ﺍﻟﺪﻭﺭﺓ ﺑﻜﻢ, ﻛﺎﻥ month, to attend a private course about smart ﺗﻘﻠﻲ ﺗﻜﻠﻔﺘﻬﺎ ﺗﻄﻠﻊ ﺧﻤﺲ ﻭﺃﺭﺑﻌﻴﻦ ﺩﻳﻨﺎﺭ, ﻗﻠﺖ ﻟﻬﺎ ﺗﺒﻴﻦ ﻛﺎﻥ ﺗﻘﻮﻝ board, I paid the cost of this course (Lines: 475- ﺇﻳﻪ ﺑﺲ ﺃﻧﺎ ﻳﻌﻨﻲ ﻣﺎ... ﻫﻲ ﻷﻧﻬﺎ ﻃﺒﻌﺎ ﺑﻌﺪ ﻣﻮ ﻛﻮﻳﺘﻴﺔ ﺃﻣﺎﻧﻪ ﻓﻘﻠﺖ (P/B.483 ﻟﻬﺎ ﺗﺒﻴﻦ ﻛﺎﻥ ﺗﻘﻮﻝ ﻟﻲ ﻗﻠﺖ ﻟﻬﺎ ﺭﻭﺣﻲ ﺳﺠﻠﻲ ﻭﺩﻓﻌﻨﺎ ﻟﻬﺎ ﺍﻟﺨﻤﺴﺔ ﻭ ﺍﻷﺭﺑﻌﻴﻦ ﺩﻳﻨﺎﺭ , ,ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﺑﺎﻟﻌﻜﺲ ﻛﺎﻥ ﻫﻢ ﻋﻨﺪﻱ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻭﻣﺎ ﺗﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻭﻛﺬﺍ ﻭﺍﺳﺘﻔﺎﺩﺕ ﻣﻨﻬﺎ ﻣﻦ ﻛﺎﻧﺖ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻳﺎﻡ.Lines: 475-483.P/B) ). ﺍﻟﻤﺪﻳﺮﺓ : ﻣﺎ ﻋﻨﺪﻫﻢ ﻭﻻ ﻳﻌﺮﻓﻮﻥ ﺣﺘﻰ ﺍﺷﻠﻮﻥ ﻳﺼﻴﻐﻮﻥ ﺍﻻﻳﻤﻴﻞ P/B: I managed to open up the use of an email to ﻭﻛﺬﺍ ﻓﻄﻠﺒﻨﺎ ﻣﻨﻬﻢ ﺍﻳﻤﻴﻼﺗﻬﻢ ﺣﺘﻰ ﻣﺴﺎﻋﺪﺓ ﺭﺋﻴﺴﺔ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ all teachers who did not know how to use it...I ﻗﺎﻟﺖ ﺍﻟﻠﻲ ﻣﺎ ﺗﻌﺮﻑ ﺗﺤﻂ ﺗﻌﺎﻟﻮﺍ ﻟﻲ ﺃﻧﺎ ﺃﺣﻂ ﻟﻜﻢ ﺍﻳﻤﻴﻞ ﻟﻘﻴﻨﺎ ﺟﺪﺍ also asked that computer science teachers ﻭﺍﻳﺪ ﺗﺠﺎﻭﺏ ﻣﻨﻬﻢ , ﺇﺿﺎﻓﺔ ﺃﺳﺘﺎﺫﻱ ﺇﻟﻰ ﺍﻟﻠﻲ ﺳﻮﻳﻨﺎ ﻟﻬﻢ ﺩﻭﺭﺓ ﻋﻠﻰ conduct a small workshop for teachers who ﺃﺳﺎﺱ ﺇﻧﻲ ﺃﻧﺎ ﺍﺷﻠﻮﻥ ﺍﻗﺮﺃ ﺍﻟﺒﺮﻳﺪ ﻣﺎﻟﻲ ﺑﺪﻭﻥ ﻻ ﺍﺩﺧﻞ ﻋﻠﻰ lacked skills in using email, to explain how they ﺍﻟﺼﻔﺤﺔ ﻧﻔﺴﻬﺎ - ﺳﻮﻳﻨﺎﻫﺎ ﻟﻬﻢ ﺑﻘﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ , ﻓﻲ ﺑﻌﺪ ﻭﺭﺷﺔ (can use and benefit from it (390-392.P/B ﻋﻤﻞ , ﻫﻢ ﻧﻔﺲ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺖ ﻭ ﺍﻻﻳﻤﻴﻞ ﻭﻣﺎ ﺍﻳﻤﻴﻞ ﻫﻢ ﺳﻮﺗﻬﺎ ﻟﻬﻢ , ﻓﺒﺎﻟﻌﻜﺲ ﻛﻨﺖ ﺃﺷﻮﻑ ﺍﻧﻪ ﻗﺎﻋﺪﻳﻦ ﻳﺤﻈﺮﻭﻥ ﻭﻛﺎﻧﻮﺍ ﻳﺘﺸﻜﺮﻭﻥ ﺍﻧﻪ ﺍﻟﺤﻤﺪ ﷲ , ﻳﻌﻨﻲ ﺣﺴﻴﺖ ﺃﻧﻬﻢ ﻫﻢ ﻣﺴﺘﻔﻴﺪﻳﻦ ﻭ ﻳﺒﻮﻥ ﻣﺤﺘﺎﺟﻴﻦ ﺣﻖ ﺍﻟﺸﻐﻼﺕ ﻫﺬﻱ(P/B.392-390) ﺍﻟﻤﺪﻳﺮﺓ : ﻳﻔﺘﺮﺽ ﺇﻧﻲ ﺃﻧﺎ ﻛﻤﺪﻳﺮﺓ ﻣﺪﺭﺳﺔ ﺍﻟﺤﻴﻦ ﺷﻨﻮ ؟ ﻳﻔﺘﺮﺽ P/B: I share the information with the heads of ﺇﻧﻲ ﺍﺟﺘﻤﻌﺖ ﻣﻊ ﻣﻌﻠﻤﺎﺗﻲ , ﺍﺟﺘﻤﻌﺖ ﻣﻊ ﻃﺎﻟﺒﺎﺗﻲ , ﺍﺟﺘﻤﻌﺖ ﺣﺘﻰ department, and use my personal observations, as ﻣﻊ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ, ﺷﻨﻮ ﺗﺒﻮﻧﻪ؟ ﺷﻨﻮ ﺍﻟﻠﻲ ﺍﻧﺘﻢ ﻣﺤﺘﺎﺟﻴﻨﺔ؟ ﺑﺤﻴﺚ ﺇﻧﻲ well as ask the teachers, so that I can identify ﺃﻧﺎ ﺃﺣﻂ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻠﻲ ﺍﻧﺘﻮ ﻣﺤﺘﺎﺟﻴﻨﻬﺎ – ﻳﻔﺘﺮﺽ! ﻃﻴﺐ (their training needs (Lines: 520-526 ﻟﻜﻦ ﺃﺳﺘﺎﺫ ﺃﻧﺎ ﺍﻟﺤﻴﻦ ﺃﻧﺎ ﻛﻮﺣﺪﺓ ﻋﺎﺭﻓﺔ .. ﻳﻌﻨﻲ ﺍﻟﺤﻤﺪ ﷲ .. ﻣﻮ ﻋﺎﺭﻓﺔ ﻋﺎﺭﻓﺔ ﺃﺳﺘﺎﺫ ﺑﺲ ﻣﻦ ﻛﺜﺮ ﻣﺎ ﺃﻗﺮﺍ ﻭﻣﻦ ﻛﺜﺮ ﻛﺬﺍ ﻋﺎﺭﻓﺔ ﺍﺷﻠﻮﻥ ﺁﻟﻴﺔ ﺃﺣﻂ ﺧﻄﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ, ﻋﺎﺭﻓﺔ ﺷﻮ ﻣﻤﻴﺰﺍﺕ ﺍﻟﺒﺮﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻲ ﺍﺷﻠﻮﻥ ﺃﺣﻄﻪ ﺍﺷﻠﻮﻥ ﺃﻗﻴﻤﻪ ﺷﻨﻮ ﺍﺣﺘﻴﺎﺟﺎﺗﻲ ﻣﺎ ﺍﺣﺘﻴﺎﺟﺎﺗﻲ , ﻟﻜﻦ ﺃﻧﺎ ﺍﻟﺤﻴﻦ ﺣﻄﻴﺘﻪ ﻟﻜﻦ - ﻣﺜﻠﻤﺎ ﺗﻔﻀﻠﺖ ﺃﺳﺘﺎﺫ - ﺇﻣﻜﺎﻧﻴﺎﺕ ﻣﺎ ﻋﻨﺪﻱ, ﺃﺣﻄﻪ ﻟﻜﻦ ﻫﻢ ﺍﺭﺟﻊ ﺃﻗﻮﻝ ﺃﺳﻮﻳﻪ ﻭﻓﻖ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻤﺤﺪﻭﺩﺓ ﺍﻟﻠﻲ ﻋﻨﺪﻱ ﺍﻟﻠﻲ ﻫﺬﺍ.. ﻓﺒﺎﻟﻌﻜﺲ ﺍﻟﺤﻴﻦ ﺣﺘﻰ ﻃﺎﻟﺒﺔ ﻣﻨﻬﻢ ﻗﻠﺖ ﻟﻬﻢ: ﺍﻧﺘﻮ ﺷﻨﻮ ﺍﻟﻠﻲ ﺗﺒﻮﻧﻪ؟ ﺷﻨﻮ ﺍﻟﻠﻲ ﺗﺤﺘﺎﺟﻮﻧﻪ؟ ﻋﻠﻰ ﺃﺳﺎﺱ ﺇﻧﻲ ﺃﺭﻛﺰ ﻋﻠﻴﻪ(Lines: 520-526). ﺍﻟﻤﺪﻳﺮﺓ: ﻟﻘﺪ ﻋﻤﻠﺖ ﻭﺭﺵ ﻋﻤﻞ ﻟﻠﻤﻌﻠﻤﺎﺕ ﺍﻟﺠﺪﻳﺪﺍﺕ ﻭﻛﺬﻟﻚ ﻭﺭﺷﺔ P/B: I conducted workshops for new teachers and ﻋﻤﻞ ﻟﻠﻤﻌﻠﻤﺎﺕ ﺍﻟﻤﻜﻠﻔﺎﺕ ﻓﻲ ﻣﻬﺎﻡ ﺍﺷﺮﺍﻓﻴﻪ ﺑﺎﻟﻤﺪﺭﺳﺔ(another workshop for teachers with supervisory (P/B-Q jobs (P/B-Q) ﺍﻟﻤﺪﻳﺮﺓ: ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﺃﻧﺎ ﻛﻨﺖ ﺍﺩﺧﻞ ﻋﻠﻰ ﺍﻟﻨﺖ, ﺑﺪﻳﺖ ﺃﻋﻄﻴﻬﻢ P/B: I distribute catalogues and other materials ﻣﺜﻞ ﺍﻟﻘﺮﺍءﺍﺕ ﺍﻟﻤﻮﺟﻬﺔ ﻧﺸﺮﺍﺕ , ﺣﺒﺎﻳﺒﻲ ﻫﺬﻩ ﻣﻮﺍﻗﻊ ﻃﻠﻌﺘﻬﺎ ﻟﻜﻢ related to ICT and tell the teachers to read it...at ﺗﻔﻀﻠﻮﺍ, ﻓﻲ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻣﺠﻠﺲ ﺍﻹﺩﺍﺭﺓ ﻛﻨﺖ ﺃﻭﺯﻋﻬﺎ ﻋﻠﻴﻬﻢ some meetings, I inform the teachers about some ﺍﻟﻤﻮﺍﻗﻊ ﻫﺬﻱ ﻭﺍﻳﺪ ﺣﻠﻮﺓ ﺗﺨﺪﻣﻜﻢ(websites related to ICT in education, and I invite ...(Lines: 52-54.P/B ﺍﻟﻼﺑﺘﻮﺏ ﻛﺎﻥ ﻣﻌﺎﻱ ﻳﻮﻣﻴﺎ ﺣﺘﻰ ﺑﺎﺟﺘﻤﺎﻋﺎﺗﻲ ﺑﻜﺬﺍ ,ﻷﻧﻲ ﺃﻧﺎ ﻣﻦ them to visit the sites (Lines: 52-54.P/B)...I ﺍﻟﻨﻮﻉ ﻣﺜﻠﻤﺎ ﻳﻤﻜﻦ ﻗﻠﺖ ﻟﻚ ﺃﺳﺘﺎﺫ ﻣﺤﻤﺪ ﺃﻧﺎ ﻣﻮ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻲ ﺃﺣﺐ intentionally bring my laptop to every meeting ﺍﻻﻭﺭﺩﺭ(ﺍﻟﻄﻠﺐ) ﻣﻮ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻲ ﻣﺜﻼ ﺍﻭﻛﻲ ﻣﻜﺘﻮﺏ ﻭﺗﻌﺎﻝ ﻭﻗﻊ and use data shows to display some content ﻋﻠﻴﻬﺎ ﻫﺬﻱ ﻧﺸﺮﺍﺕ ﻣﻮﺟﻬﺔ ﻭﺍﻗﺪﺭ ﺃﻃﺮﺷﻬﺎ ﻟﻬﻢ, ﻟﻜﻦ ﺃﻧﺎ ﺃﺑﻲ ﻫﺎ Lines: 117-120.P/B)... I use email to contact) ﺍﻹﻧﺴﺎﻥ ﻳﺴﺘﻔﻴﺪ ﺑﻌﺮﺽ ﺷﻴﻖ ﺑﻄﺮﻳﻘﺔ ﺣﻠﻮﺓ ﻟﻠﻌﺮﺽ( :other departments. I attend the school forum and Lines P/B.120-117)... ﺃﻧﺎ ﻋﻨﺪﻱ ﻣﻮﻗﻊ ﺍﻟﻜﺘﺮﻭﻧﻲ ﻋﻨﺪﻱ ﺃﻳﻤﻴﻞ interact with my students...sometimes the ﺃﺗﻮﺍﺻﻞ ﻓﻴﻪ ﺑﻴﻨﻲ ﻭﺑﻴﻦ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ ﻭﺑﻴﻨﺎ ﻭﺑﻴﻦ ﺍﻟﻄﺎﻟﺒﺎﺕ :students communicate with me by email (Lines ,ﻭﺯﻋﻨﺎﻩ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺤﻴﺚ ﺃﻧﻬﻢ ﻳﻘﺪﺭﻭﻥ ﺃﻱ ﺷﻲ ﻳﻜﺘﺒﻮﻧﻪ ﻟﻲ .(P/B.133-135 ,ﻟﻜﻦ ﺍﻻﻳﻤﻴﻞ ﻫﺬﺍ ﻫﻤﺎ ﻋﺎﺭﻓﻴﻦ ﻣﺎ ﺗﻔﺘﺤﻪ ﺃﺑﻠﻪ ﻧﻮﺍﻝ ﺇﻻ ﻳﻮﻡ ﺍﻷﺭﺑﻌﺎء ﻋﻠﻰ ﺃﺳﺎﺱ ﺇﻧﻲ ﺃﻧﺎ ﺃﺭﺩ ﻋﻠﻰ ﺃﻱ ﺍﺳﺘﻔﺴﺎﺭ ﺍﻭ ﺃﻱ ﻣﺸﻜﻠﺔ ( :Lines .(133-135.P/B ﺍﻟﻤﺪﻳﺮﺓ : ﻫﻮ ﺃﻫﻢ ﺷﻲ ﺃﺳﺘﺎﺫﻱ ﻫﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ , ﺗﺮﻯ ﺃﻫﻢ P/B: I believe that human relationships, trust, and ﺷﻲ ﺑﺎﻟﻌﻤﻞ ﻳﻌﻨﻲ ﺍﻧﺘﻪ ﻛﻠﻤﺎ ﺃﻋﻄﻴﺖ ﻫﺎ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻠﻲ ﻗﺪﺍﻣﻚ ﺍﻟﺜﻘﺔ encouragement are the most effective ways to ﻭﻛﻠﻤﺎ ﻋﻄﻴﺘﻪ ﺣﻔﺰﺗﻪ ﻭﻛﻠﻤﺎ ﻗﻠﺖ ﻟﻪ ﺍﻧﺖ ﻣﺘﻤﻴﺰ,ﻷﻧﻪ ﻻﺑﺪ ﻓﻴﻪ build a collaborative culture in school...the staff ﺍﻳﺠﺎﺑﻴﺎﺕ ﺍﺳﺘﺤﺎﻟﺔ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﺍﻟﻠﻲ ﻗﺪﺍﻣﻚ ﻫﺬﺍ ﻛﻠﻪ ﺳﻠﺒﻲ, number is large so I have to build human ﺍﺳﺘﺤﺎﻟﺔ ﺃﺳﺘﺎﺫ, ﻓﻤﺜﻠﻤﺎ ﻗﻠﺖ ﻟﻚ ﺃﻧﺎ ﺟﻴﺖ ﻫﻨﺎ ﺍﻟﺜﻼﺛﺔ ﻭﺍﻟﺜﻤﺎﻧﻴﻦ relationships, and trust, with everyone in the

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ﻣﻌﻠﻤﺔ ﻣﺎ ﺍﻋﺮﻓﻬﻢ ﻭﺍﻟﺜﻼﺙ ﻋﺸﺮﺓ ﺃﺩﺭﺍﻳﺔ ﻧﻔﺲ ﺍﻟﻄﺮﻳﻘﺔ ﻣﺎ ﺍﻋﺮﻓﻬﻢ , school to obtain their commitment so that they ﻓﺘﻌﺮﻑ ﺃﺳﺘﺎﺫ ﺃﻧﺎ ﺃﺑﻲ ﺍﻟﻢ ﺍﻷﺳﺮﺓ ﻫﺬﻱ ﻛﻠﻬﺎ ﺍﺷﻠﻮﻥ , ﻓﺤﺘﻰ ﻣﻦ work as a family (179-189.P/B)…I asked the ﺧﻼﻝ ﺃﻭﻝ ﺍﺟﺘﻤﺎﻉ ﻗﻠﺖ ﻟﻬﻢ ﺇﺣﻨﺎ ﻧﻌﻤﻞ ﻛﻔﺮﻳﻖ ﻋﻤﻞ, ﻓﺮﻕ ﺍﻟﻌﻤﻞ geography and science departments to conduct ﺗﺮﻯ ﻫﺬﻱ ﺃﻫﻢ ﺷﻲ ﻻﻥ ﺃﻧﺎ ﺍﺳﺘﺤﺎﻟﺔ ﺍﻋﻤﻞ ﺑﺮﻭﺣﻲ ,ﻓﺈﺣﻨﺎ ﻋﻤﻠﻨﺎ module lessons together because these lessons ﻛﻔﺮﻳﻖ ﻋﻤﻞ, ﺷﻜﻠﻨﺎ ﻓﺮﻕ ﻋﻤﻞ ﻳﻌﻨﻲ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﻧﻌﻤﻞ ﻣﻊ serve both their subjects. I even managed the ﺑﻌﺾ ﻭﻳﻄﻠﻊ ﺍﻟﻌﻤﻞ ﺩﺍﺋﻤﺎ ﺑﺎﺳﻢ ﺛﺎﻧﻮﻳﺔ ﺑﻲ ﺑﺎﻟﺴﺎﻟﻢ ﻷﻧﻲ ﺃﻧﺎ ﻻ ﺍﻋﻤﻞ timing for them; I asked the geography ﺑﺮﻭﺣﻲ ﻭﻻ ﺍﻧﺘﻢ ﺗﻌﻤﻠﻮﻥ ﺑﺮﻭﺣﻜﻢ ﺇﺣﻨﺎ ﻧﻄﻠﻊ ﺑﺎﺳﻢ ﺛﺎﻧﻮﻳﺔ ﺑﻲ department to take the first part of the session and ﺑﺎﻟﺴﺎﻟﻢ, ﻓﺤﺴﻮﺍ ﺑﺎﻷﻣﺎﻥ ﺣﺴﻮﺍ ﺑﺎﻟﺜﻘﺔ ﺣﺴﻮﺍ ﺍﻧﻪ ﺃﺑﻠﻪ ﻧﻮﺍﻝ ﻣﺠﺮﺩ ﻣﺎ the science department to take the second part. I ﻳﻌﻤﻠﻮﻥ ﺃﻱ ﻋﻤﻞ ﻛﺎﻧﺖ ﻭﺍﻗﻔﺔ ﻣﻌﺎﻫﻢ ﺗﺸﺎﺭﻛﻬﻢ ﺣﺘﻰ ﻣﺜﻠﻤﺎ ﺗﻔﻀﻠﺖ .also initiated the collaboration with other schools ﺃﺳﺘﺎﺫﻱ ﺍﻭﻝ ﻣﺎ ﻳﻨﻌﺮﺽ ﻳﻌﻄﻮﻧﻲ ﺍﻟﺴﻴﺪﻱ ﻓﺜﺎﻧﻲ ﻳﻮﻡ ﺃﺷﻴﺪ (Lines: 267-281.P/B) ﺑﺎﻟﻄﺎﺑﻮﺭ ﺍﻭ ﻓﻲ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻣﺠﻠﺲ ﺍﻹﺩﺍﺭﺓ ﺍﻧﻪ ﻣﺎ ﺷﺎء ﺍﷲ ﻋﻠﻴﻬﺎ ﺍﻟﻘﺴﻢ ﺍﻟﻔﻼﻧﻲ ﻣﻤﺘﺎﺯ ﻭﻗﺪﻡ ﻟﻲ ﺍﻟﻌﻤﻞ ﻓﺜﺎﻧﻲ ﻳﻮﻡ ﻣﺠﺮﺩ ﻣﺎ ﻳﻨﻌﺮﺽ ﻋﻠﻴﻬﻢ ﻳﺄﺗﻴﻨﻲ ﺃﻓﻀﻞ ﻣﻨﻪ (P/B.189-179)... ﺍﻟﻤﺪﻳﺮﺓ : ﻫﻮ ﻛﺘﺒﺎﺩﻝ ﺑﻴﻦ ﺍﻷﻗﺴﺎﻡ ,ﻳﻌﻨﻲ ﺣﺘﻰ ﺃﺳﺘﺎﺫﻱ ﺇﺣﻨﺎ ﺳﻮﻳﻨﺎ ﺩﺭﻭﺱ ﺍﻧﻪ ﻣﺜﻼ ﺍﺷﻠﻮﻥ ﺃﻧﺎ ﺃﻭﻇﻒ ﺣﺘﻰ ﻣﺜﻼ ﻗﺴﻤﻴﻦ ﻣﻊ ﺑﻌﺾ ﺣﺘﻰ ﻋﻦ ﻃﺮﻳﻖ ﻣﺜﻼ ﻣﻌﺎﺭﺽ ﻋﻦ ﻃﺮﻳﻖ ﻭﺭﺵ ﻋﻤﻞ ﻳﻌﻨﻲ ﺃﻗﻮﻝ ﻟﻚ ﻣﺜﻼ ﻋﻨﺪﻱ ﻗﺴﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺎﺕ ﻭﻗﺴﻢ ﺍﻟﻌﻠﻮﻡ ﻭﻇﻔﻨﺎﻫﻢ ﻣﻊ ﺑﻌﺾ ﻷﻧﻪ ﻓﻲ ﺩﺭﻭﺱ ﺗﺨﺪﻣﻬﻢ ﻫﻤﺎ ﺍﻻﺛﻨﻴﻦ , ﻛﻨﺎ ﻧﺠﻴﺐ ﻋﺮﺽ ﻣﻦ ﻗﺴﻢ ﺍﻟﻌﻠﻮﻡ ﻭﻋﺮﺽ ﻣﻦ ﻗﺴﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺎﺕ ﺑﺤﺼﺔ ﻭﺍﺣﺪﺓ , ﻭﺍﺣﺪ ﻳﻜﻤﻞ ﺍﻟﺜﺎﻧﻲ , ﺇﺿﺎﻓﺔ ﻃﺒﻌﺎ ﺇﻟﻰ ﺃﻧﺎ ﻭﺍﻳﺪ ﺗﻮﺍﺻﻠﻲ ﻣﻊ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﻠﻲ ﺑﺮﻩ ﻋﻠﻰ ﺃﺳﺎﺱ ﺇﻧﻲ ﺃﻓﻴﺪﻫﻢ ﻭﻳﺴﺘﻔﻴﺪﻭﻥ ﻣﻨﻲ, ﻓﻄﺎﻟﺒﺎﺗﻲ ﺩﺍﻳﻤﺎ ﻣﻌﺎﻫﻢ ﻭﻣﻌﻠﻤﺎﺗﻲ ﺃﻳﻀﺎ ﻳﻄﻠﻌﻮﻥ ﻭﻣﻌﻠﻤﺎﺗﻬﻢ ﻳﺠﻮﻭﻥ ﻫﻨﻪ , ﻋﻞ ﺃﺳﺎﺱ ﺍﻧﻪ ﺗﺒﺎﺩﻝ ...ﺧﻠﻨﺎ ﻧﻘﻮﻝ ﺗﺒﺎﺩﻝ ﺧﺒﺮﺍﺕ ﺍﻭ ﺣﺘﻰ ﺗﺸﺠﻴﻌﻬﻢ ﻋﻠﻰ ﺃﻧﻬﻢ ﻳﻌﻤﻠﻮﻥ ﻛﻔﺮﻳﻖ ﻭﺍﺣﺪ. ﻳﻌﻨﻲ ﺩﺍﺋﻤﺎ ﺃﻧﺎ ﻣﺎ ﺃﺣﺐ ﺍﻧﻪ ﺧﻼﺹ ﺍﻧﺖ ﻗﺴﻢ ﺇﺳﻼﻣﻴﺔ ﺗﻨﻌﺰﻝ ﻋﻦ ﻗﺴﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺎﺕ ﻭﻻ ﺗﻨﻌﺰﻝ ﻋﻦ ﻗﺴﻢ ﻟﻐﺔ ﻋﺮﺑﻴﺔ, ﻷﻧﻚ ﻟﻤﺎ ﺗﺸﻮﻑ ﺗﺮﻯ ﻓﻲ ﺷﻐﻼﺕ ﻣﺸﺘﺮﻛﺔ ﺑﻴﻨﻬﻢ . ﺍﻟﻤﺪﻳﺮﺓ :ﺍﻳﻪ ﻓﻲ ﺷﻐﻼﺕ ﻣﺸﺘﺮﻛﺔ ﻫﺬﺍ ﺇﺿﺎﻓﺔ ﺃﺳﺘﺎﺫﻱ ﺃﻧﺎ ﻋﻨﺪﻱ ﻣﺸﺮﻭﻉ ﺍﻟﻠﻲ ﻫﻮ ﺑﻲ ﺑﺎﻟﺴﺎﻟﻢ ﺍﻹﻋﻼﻣﻴﺔ ﺍﻟﻠﻲ ﻫﻮ ﻓﻲ ﺗﻲ ﻓﻲ ﻭﻓﻲ ﺍﻑ ﺍﻡ ( ﺗﻠﻔﺰﻳﻮﻥ ﻭﺇﺫﺍﻋﺔ), ﻫﺬﺍ ﻫﻢ ﻳﺨﺪﻡ ﺗﺮﻯ ﺍﻟﻤﺪﺭﺳﺔ ﻛﻜﻞ , ﻋﻨﺪﻱ ﻣﻮﻇﻔﺎﺕ ﻓﻴﻬﺎ ﻃﺎﻟﺒﺎﺕ ﻃﺒﻌﺎ ﺑﺈﺷﺮﺍﻑ ﻣﻨﻮ ؟ ﺇﺷﺮﺍﻑ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﺑﺤﻴﺚ ﺍﻧﻪ ﻳﺨﺪﻡ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻛﻠﻬﻢ . ﺍﻟﻤﺪﻳﺮﺓ : ﻳﺒﻮﻥ ﻳﻄﺒﻌﻮﻥ ﻳﺒﻮﻥ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻟﻨﺖ ﻳﺒﻮﻥ ﻳﺴﻮﻭﻥ ﻟﻬﻢ ﺃﻱ ﺷﻲ ﺳﻴﺪﻳﻬﺎﺕ ﺗﻨﺴﺤﺐ ﻟﻬﻢ ﻋﻠﻰ ﺃﺳﺎﺱ ﺇﻧﻜﻢ ﻻ ﺗﻘﻮﻟﻮﻥ ﻣﺎ ﻧﻘﺪﺭ ﻛﺎﻥ ﻣﻮﺟﻮﺩ ﻋﻨﺪﻛﻢ ﻣﺘﻮﻓﺮ ﻋﻨﺪﻛﻢ(Lines: 267-281.P/B). ﺍﻟﻤﺪﻳﺮﺓ : ﺇﻳﻪ ﻫﻮ ﻷﻧﻪ ﺃﺳﺘﺎﺫﻱ ﻣﺜﻠﻤﺎ ﻗﻠﺖ ﺃﻧﺎ ﻣﺆﻣﻨﻪ ﺑﻔﺮﻕ ﺍﻟﻌﻤﻞ P/B: I believe the work needs the efforts of all ﻭﺍﻟﻌﻤﻞ ﺍﻟﺠﻤﺎﻋﻲ, ﺃﻧﺎ ﻓﺮﻕ - ﻓﺮﻕ ﻋﻤﻞ ﻋﻨﺪﻱ- ﻃﺒﻌﺎ ﻓﻲ ﻋﻨﺪﻧﺎ staff; so I built a number of teams to help me and ﻓﺮﻕ ﻟﻠﺘﺨﻄﻴﻂ, ﻋﻨﺪﻱ ﻓﺮﻕ ﻟﻠﺘﺤﺴﻴﻦ ,ﻋﻨﺪﻱ ﻓﺮﻕ ﻟﻠﻤﺘﺎﺑﻌﺔ,ﻋﻨﺪﻱ to work on achieving our goals. For example, we ﻓﺮﻕ ﺍﻟﻠﻲ ﻫﻮ ﺁﺧﺮ ﺷﻲ ﻳﻮﺻﻞ ﻋﻨﺪ ﻓﺮﻳﻖ ﺍﻟﺤﺎﺳﻮﺏ ﺍﻟﻠﻲ ﻫﻮ ﻓﺮﻳﻖ have a planning team, a team that is concerned ﺍﻟﺘﻮﺛﻴﻖ. ﻓﻬﻤﺎ ﻋﺎﺭﻓﻴﻦ ﺍﻧﻪ ﻭﺍﷲ ﺃﻱ ﺷﻲ ﺗﺴﻮﻭﻧﻪ ,ﺃﻱ ﺩﺭﺱ with improving the system of school work, a ﻧﻤﻮﺫﺟﻲ ﺗﺴﻮﻭﻧﻪ, ﺃﻱ ﻭﺭﺷﺔ ﻋﻤﻞ ﺗﺴﻮﻭﻧﻬﺎ, ﺃﻱ ﺷﻐﻞ ﺗﺒﻮﻧﻪ ﻋﻨﺪﻱ team that is concerned with the follow-up ﻣﺸﺮﻓﺔ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺗﺒﻮﻧﻬﺎ ﺗﻄﺒﻊ ﻟﻜﻢ ﺗﺸﺎﺭﻙ ﻣﻌﺎﻛﻢ ﺗﺴﻮﻱ ﻟﻜﻢ ﺍﻟﺒﺮﺍﻣﺞ business, and an ICT team that is concerned with ﺗﺠﻤﻊ ﻟﻜﻢ ﺻﻮﺭ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﻳﻈﻬﺮ ﻋﻔﻮﺍ ﻋﻦ ﻃﺮﻳﻖ ﻋﻔﻮﺍ advancing the ICT status in our school, building ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻣﺎ ﻛﻤﺒﻴﻮﺗﺮ - ﻣﻌﺎﻫﻢ ﺍﻟﺘﻮﺍﺻﻞ ﻋﻠﻰ ﻃﻮﻝ - , .the databases and documenting our efforts ﺁﺧﺮ ﺷﻲ ﻳﺼﺐ ﻭﻳﻦ؟ ﻳﺼﺐ ﻋﻨﺪ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻋﻞ ﺃﺳﺎﺱ ﺍﻧﻪ ﻫﺬﺍ Lines: 411-423.P/B)...I guide teams and) ﻳﻮﺛﻘﻪ ﻟﻴﻪ ﻋﻦ ﻃﺮﻳﻖ ﺳﻴﺪﻳﻬﺎﺕ ﻭﺑﺮﺍﻣﺞ ﻭﻣﻮﺍﻗﻊ ﻭﻳﻨﺤﻂ ﻋﻠﻰ ﻣﻮﻗﻊ committees, follow-up the work, and coordinate ﺍﻟﻤﺪﺭﺳﺔ ,ﺇﺿﺎﻓﺔ ﺃﺳﺘﺎﺫﻱ ﻃﺒﻌﺎ ﺍﻟﺸﻐﻼﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻧﻔﺲ ﻣﺎ ﻗﻠﺖ ﻟﻚ their tasks... so I play a pivotal role in ensuring ﻫﻢ ﻓﺮﻕ ﻋﻤﻞ ﻳﺸﺘﻐﻠﻮﻥ , ﺍﻹﺩﺍﺭﻱ ﺑﺼﻮﺏ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﻫﻢ ﻋﺎﺭﻓﻴﻦ .(that everything is working smoothly (P/B-Q ﺷﻨﻮ , ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻋﺎﺭﻓﻴﻦ ﺍﺧﺘﺼﺎﺻﺎﺗﻬﻢ ﻓﺎﻟﻌﻤﻞ ﺍﺧﺘﺼﺎﺹ(Lines: 411-423.P/B)ﺍﻧﺎ ﺍﻗﻮﺩ ﻭﺍﻭﺟﻪ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻠﺠﺎﻥ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺍﺗﺎﺑﻊ ﺍﻋﻤﺎﻟﻬﻢ ﻭﺍﻫﺘﻢ ﻓﻲ ﺍﻟﺘﺎﻛﺪ ﻣﻦ ﺍﻥ ﺃﻟﻴﺔ ﺍﻟﻌﻤﻞ ﺟﻴﺪﺓ ﻭﺍﻟﺠﻤﻴﻊ ﻳﻌﻤﻞ ﺑﺎﺗﺴﺎﻕ(P/B-Q). ﺍﻟﻤﺪﻳﺮﺓ: ﺍﻟﻤﺸﺎﻛﻞ ﺑﻼ ﺷﻚ ﻣﻮﺟﻮﺩﻩ ﻭﻛﺜﻴﺮﺓ ﺧﺼﻮﺻﺎ ﺍﻧﻨﺎ ﻧﺘﻌﺎﻣﻞ P/B: Problems are solved through discussion in ﻣﻊ ﺍﻛﺜﺮ ﻣﻦ ﻃﺮﻑ ﺑﺎﻟﻤﺪﺭﺳﺔ "ﻣﻠﻌﻤﺎﺕ ﻭﻃﺎﻟﺒﺎﺕ" ﻭﺧﺎﺭﺝ School Board meetings, and then ﺍﻟﻤﺪﺭﺳﺔ "ﺍﻭﻟﻴﺎء ﺍﻻﻣﻮﺭ ﻭﺍﻟﻮﺯﺍﺭﺓ". ﻭﺍﻟﻤﺸﺎﻛﻞ ﻳﺘﻢ ﺣﻠﻬﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ .recommendations are set to solve the problem ﻣﻦ ﺧﻼﻝ ﻣﻨﺎﻗﺸﺘﻬﺎ ﺑﻤﺠﻠﺲ ﺍﻻﺩﺍﺭﺓ ﻭﻭﺿﻪ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻟﺤﻠﻬﺎ. ﻭﻳﺘﻢ We usually assign a member of the School Board ﻋﺎﺩﺓ ﺗﻜﻠﻴﻒ ﺍﺣﺪ ﺍﻋﻀﺎء ﻣﺠﻠﺲ ﺍﻻﺩﺍﺭﺓ ﺑﻤﺘﺎﺑﻌﺔ ﻫﺬﻩ ﺍﻟﻤﺸﻜﻠﺔ to follow up the issue and give a periodic report ﻭﺍﻋﻄﺎء ﺗﻘﺮﻳﺮ ﻛﻞ ﻓﺘﺮﺓ ﺑﺤﻴﺚ ﻳﺒﻘﻲ ﺍﻟﺠﻤﻴﻊ ﺑﻤﺠﻠﺲ ﺍﻻﺩﺍﺭﺓ .to keep everyone informed of the progress ﻣﻄﻠﻌﻴﻦ ﻋﻠﻰ ﺍﻟﺘﻄﻮﺭﺍﺕ. ﻭﺩﺍﺋﻤﺎ ﺍﻟﺤﻠﻮﻝ ﺗﺘﺴﻢ ﺑﺎﻟﻤﻮﺿﻮﻋﻴﺔ ﻭ Solutions are permanently objective and effective

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ﺍﻟﻔﺎﻋﻠﻴﻪ ﺑﺤﻴﺚ ﻳﺘﻢ ﻣﻨﺎﻗﺸﺔ ﺍﻓﻀﻞ ﺍﻟﺤﻠﻮﻝ ﻭﻭﺿﻊ ﺍﻛﺜﺮ ﻣﻦ ﺳﻴﻨﺎﺭﻳﻮ so that it is best to discuss the solutions and to put ﻟﺤﻞ ﺫﺍﺕ ﺍﻟﻤﺸﻜﻠﺔ. ﻭﻣﻦ ﺍﻟﻤﺸﺎﻛﻞ ﺍﻟﺘﻲ ﺗﻢ ﺣﻠﻬﺎ ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺴﺎﺑﻘﺔ .alternative scenarios to solve the same problem ﻫﻲ ﺍﻟﻨﻘﺺ ﺍﻟﺤﺎﺩ ﺑﺎﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﻪ ﺑﺎﻟﻤﺪﺭﺳﺔ. ﻭﻟﻜﻦ ﺗﻢ One of the problems that I solved previously was ﺍﻟﺘﻐﻠﺐ ﻋﻠﻴﻬﺎ ﻣﻦ ﺧﻼﻝ ﺗﻮﻓﻴﺮ ﺑﻌﺾ ﺍﻟﺪﻋﻢ ﻣﻦ ﺍﻟﻤﺆﺳﺴﺎﺕ .the shortage of ICT infrastructure in our school ﺍﻟﺘﺠﺎﺭﻳﺔ ﺑﺎﻟﻤﻨﻄﻘﺔ, ﻭﺍﻗﻨﺎﻉ ﺍﻟﻤﺴﺆﻭﻟﻴﻦ ﺑﺎﻟﻮﺯﺍﺭﺓ ﺑﻬﺬﺍ ﺍﻟﻨﻘﺺ The shortage was overcome through the ﻭﺍﻟﻤﺘﺎﺑﻌﺔ ﺍﻟﻤﺴﺘﻤﺮﻩ ﻟﻠﻤﺴﺆﻭﻟﻴﻦ ﻣﻦ ﺍﺟﻞ ﺍﻥ ﻳﻮﻓﺮﻭﺍ ﻟﻠﻤﺪﺭﺳﺔ ﻣﺎ ,provision of support from local organisations ﻧﺤﺘﺎﺟﺔ. ﻭﻟﻘﺪ ﻗﻤﺖ ﻭﷲ ﺍﻟﺤﻤﺪ ﺑﺎﻗﻨﺎﻉ ﺍﻟﻤﺮﺍﻗﺐ ﺑﻬﺬﺍ ﺍﻟﻨﻘﺺ ﻭﻛﺬﻟﻚ and by persuading officials of the Ministry of this ﻣﺪﻳﺮﺓ ﺍﻟﻤﻨﻄﻘﺔ ﻭﻫﻮ ﻣﺎ ﺳﺎﻋﺪ ﺑﺤﻞ ﺍﻟﻤﺸﻜﻠﺔ ﺍﻥ ﻛﻨﺎ ﻧﺄﻣﻞ ﺑﺎﻟﻤﺰﻳﺪ ﻣﻦ shortage, as well as the continuous monitoring ﺍﻟﺪﻋﻢ (the issue. In order to provide what we needed for .(P/B-Q the school, I had to persuade the officials of our problem and closely monitor the reaction of the Ministry officials, which helped solve the problem that with what we had hoped for, more support (P/B-Q). ﺍﻟﻤﺪﻳﺮﺓ: ﻭﺍﷲ ﺍﺳﺘﺎﺫ ﻣﺤﻤﺪ ﺍﻥ ﺍﺗﻮﺍﺻﻞ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻣﻊ ﺍﻟﻤﺪﺭﺍء P/B: I bought a software program, in the last ﺍﻻﺧﺮﻳﻦ. ﺍﺣﺎﻭﻝ ﺩﺍﺋﻤﺎ ﺍﻻﺗﺴﻔﺎﺩﺓ ﻣﻦ ﺍﻓﻜﺎﺭﻫﻢ ﻭﺍﺗﻌﺎﻭﻥ ﻣﻌﻬﻢ ﻓﻲ three months, with other school. We shared the ﺑﻌﺾ ﺍﻻﻣﻮﺭ ﻭﺍﻋﻄﻴﻚ ﻣﺜﺎﻝ: ﻣﺮﻩ ﺍﺷﺘﺮﻳﻨﺎ ﺑﺮﻧﺎﻣﺞ ﺑﺎﻟﻤﺴﺎﻫﻤﻪ ﻣﻊ cost because it was expensive. The program is a ﻣﺪﺭﺳﺔ ﺍﺧﺮﻱ ﻭﻛﺎﻥ ﻫﺬﺍ ﺍﻟﺒﺮﻧﺎﻣﺞ ﻣﻬﻢ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻘﺴﻢ ﺍﻟﻌﻠﻮﻡ ﻭﻗﻴﻤﺘﻪ useful for the science department. There were ﻣﺮﺗﻔﻌﻪ ﺟﺪﺍ ﻟﺬﺍ ﻃﺮﺣﺖ ﻓﻜﺮﺓ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻣﻊ ﺍﺣﺪ ﺍﻻﺩﺍﺭﺍﺕ four licences, so my school took two licences and ﻭﺣﺼﻠﺖ ﺗﺠﺎﻭﺏ ﻣﻨﻬﻢ ﻭﻛﺎﻥ ﻫﺎﻟﺒﺮﻧﺎﻣﺞ ﻳﺴﻤﺢ ﺗﻨﺰﻳﻠﻪ ﻋﻠﻰ ﺍﺭﺑﻊ the other school took two licences (Lines: 692- ﺍﺟﻬﺰﺕ ﻛﻤﺒﻴﻮﺗﺮ ﻓﺎﺧﺬﻧﺎ ﻧﺤﻦ ﺭﺧﺼﺘﻴﻦ ﻭﻫﻢ ﺭﺧﺼﺘﻴﻦ. :P/B). (Lines.696 .(692-696.P/B ﺑﺪﻳﺖ ﺃﺷﺠﻌﻬﻢ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﺃﻧﺎ ﻛﻨﺖ ﺍﺩﺧﻞ ﻋﻠﻰ ﺍﻟﻨﺖ, ﺑﺪﻳﺖ P/B: I advised teachers how to use ICT tools and ﺃﻋﻄﻴﻬﻢ ﻣﺜﻞ ﺍﻟﻘﺮﺍءﺍﺕ ﺍﻟﻤﻮﺟﻬﺔ ﻧﺸﺮﺍﺕ , ﺣﺒﺎﻳﺒﻲ ﻫﺬﻩ ﻣﻮﺍﻗﻊ software in teaching. For example, I suggested ﻃﻠﻌﺘﻬﺎ ﻟﻜﻢ ﺗﻔﻀﻠﻮﺍ, ﻓﻲ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻣﺠﻠﺲ ﺍﻹﺩﺍﺭﺓ ﻛﻨﺖ ﺃﻭﺯﻋﻬﺎ that the teachers use devices, such as audio and ﻋﻠﻴﻬﻢ ﺍﻟﻤﻮﺍﻗﻊ ﻫﺬﻱ ﻭﺍﻳﺪ ﺣﻠﻮﺓ ﺗﺨﺪﻣﻜﻢ , ﻣﻮﺍﻗﻊ ﺗﺮﺑﻮﻳﺔ ﻣﻮﺍﻗﻊ images... I distributed catalogues and other ﺗﻔﻴﺪﻛﻢ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻮﺍﻗﻊ ﺗﻔﻴﺪﻛﻢ ﺣﺘﻰ ﺃﻧﺘﻲ ﺍﺷﻠﻮﻥ ﺗﺴﺘﺨﺪﻣﻴﻦ materials related to ICT and I told the teachers to ﺗﺤﺼﻴﻞ ﻣﺎ ﺗﺤﺼﻴﻞ ﻣﻌﺎﻣﻠﺘﻚ ﻣﻊ ﻃﺎﻟﺒﺎﺕ ﻛﺬﺍ, ﻓﺒﺪﻭ ﺷﻮﻱ read it... I named a number of websites and invite ﻳﺘﺸﺠﻌﻮﻥ, ﻛﻨﺖ ﺃﺻﺮ ﻟﻤﺎ ﺗﻘﺪﻣﻴﻦ ﻟﻲ ﻭﺭﻗﺔ ﺇﺫﺍ ﺃﻧﺎ ﻣﺜﻼ ﻃﻠﺒﺖ ﻣﻨﻚ the teachers to visit them as they were related to ﺃﻱ ﻭﺭﻗﺔ ﺭﺟﺎءﺍ ﻻ ﺗﺠﻴﺒﻴﻦ ﻟﻲ ﺇﻳﺎﻫﺎ ﻣﻜﺘﻮﺑﺔ ﺑﺨﻂ ﺍﻟﻴﺪ ﺟﻴﺒﻴﻦ ﻟﻲ .(ICT in education (Lines: 52-60.P/B ﺇﻳﺎﻫﺎ ﻣﻄﺒﻮﻋﺔ -ﻓﺼﺎﺭ ﺍﻟﺘﻨﺎﻓﺲ ﺑﻴﻨﻬﻢ - ﻟﻢ ﺗﺤﺎﻭﻟﻲ ﺣﺎﻭﻟﻲ ﺗﺤﻄﻴﻦ ﻟﻬﺎ ﺇﻃﺎﺭ ﺍﻳﺶ ﺭﺃﻳﻚ ﺗﺤﻄﻴﻦ ﻟﻬﺎ ﺭﺳﻤﻪ ﺍﻳﺶ ﺭﺃﻳﻚ ﺗﺤﻄﻴﻦ ﻟﻬﺎ ﺷﻌﺎﺭ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻳﺶ ﺭﺃﻳﻚ ﺗﺪﺧﻠﻴﻦ ﻣﻌﺎﻫﺎ ﻣﺜﻼ ﺑﺎﻙ ﺟﺮﺍﻭﻧﺪ (ﺧﻠﻔﻴﺔ) ﺻﻮﺭﺓ , ﺧﻠﻔﻴﺔ ﻣﺎ ﺧﻠﻔﻴﺔ, ﻓﺘﺸﺠﻌﻮﺍ -ﺻﺎﺭ ﺑﻴﻨﻬﻢ ﺗﻨﺎﻓﺲ- ﺃﻧﺎ ﺃﺳﺘﺎﺫﻱ ﻗﺎﻋﺪﺓ ﺃﻛﻠﻤﻚ ﺗﺮﻯ ﻋﻦ ﺧﺒﺮﺗﻲ(Lines: 52-60.P/B). ﺍﻟﻤﺪﻳﺮﺓ: ﺍﻧﺎ ﻣﻬﺘﻤﻪ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ, ﻭﺍﺗﺒﺎﻉ ﺍﻱ ﺗﻄﻮﺭ ﻳﺘﻢ ﺑﻬﺬﺍ ﺍﻟﺠﺎﻧﺐ P/B: I am interested in technology, so I follow ﻭﺧﺼﻮﺻﺎ ﺍﻟﻤﺘﻌﻠﻖ ﺑﺎﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ. ﻭﻣﺜﺎﻝ ﻟﻘﺪ ﻃﻠﺒﺖ ﻣﻦ ﻗﺴﻢ any new technological development that may be ﺍﻟﺤﺎﺳﻮﺏ ﺍﻥ ﻳﻜﺘﺸﻔﻮﺍ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﻤﻔﻴﺪﺓ ﻓﻲ ﺍﺟﻬﺰﺕ ﺍﻟﻤﻮﺑﺎﻳﻞ ﺍﻟﺬﻛﻴﺔ useful for education. For example, I asked the ﻭﻧﺼﺢ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻋﻨﻬﺎ(P/B-Q)... ﻫﺬﺍ ﺃﻧﺎ ,ﻓﺎﻧﺎ ﺑﺎﻟﻌﻘﻞ ﻳﻌﻨﻲ ﺇﺣﻨﺎ computer department to explore the educational ﺭﺣﻨﺎ ﻟﻨﺪﻥ ﺃﺳﺘﺎﺫ – ﺑﻌﺪ ﻫﺬﺍ ﺧﺎﺭﺝ.....- ﺭﺣﻨﺎ ﺍﺫﻛﺮ ﻳﻮﻡ ﻳﻮﺩﻭﻧﺎ applications for the smart mobiles to advise ﻭﺭﺣﻨﺎ ﻛﻨﺪﺍ ﻭﻛﺬﺍ ﺃﺳﺘﺎﺫ ﻋﻨﺪﻫﻢ ﺍﻟﻤﻌﻠﻢ ﻓﻘﻂ ﻣﻌﻠﻢ ﺣﺘﻲ ﻋﻤﻠﻮﺍ ﻟﻨﺎ ﻟﻘﺎء students about their uses (P/B-Q). I visited ﻟﻤﻨﺎﻗﺸﺔ ﻣﺎ ﺷﻔﻨﺎﻩ ﻟﺪﻳﻬﻢ ﻭﻣﻦ ﺍﺟﻞ ﺍﻻﺳﻨﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺨﺒﺮﺓ( :London and Canada as a member of group from Lines the Ministry of Education in Kuwait, to explore .(581-582.P/B what they have, how they are managing ICT in education... I attend a discussion group with educators to report on my experiences and to share my thoughts with them (Lines: 581- 582.P/B). ﺍﻟﻤﺪﻳﺮﺓ : ﺣﺘﻰ ﻳﻔﺘﺮﺽ ﺇﻧﻲ ﺃﻧﺎ ﻣﺜﻠﻤﺎ ﻗﻠﺖ ﻟﻚ ﺃﺳﺘﺎﺫﻱ ﺃﻧﺎ ﻫﺎﻧﺎ ﺍﻟﺴﻨﺔ P/B: I plan to transform one classroom as an ICT ﺷﻮﻳﺔ ﺗﻮﻧﻲ ﻭ ﺑﻄﻠﻌﻴﻮﻧﻲ ﺍﻗﻠﻬﻢ ﺗﻮﻧﻲ ﻭ ﺑﻄﻠﻌﻴﻮﻧﻲ, ﻓﻌﻨﺪﻱ ﻭﺍﻳﺪ based model class in our school. We are going to ﺃﻓﻜﺎﺭ ﺇﻥ ﺑﻲ ﺑﺎﻟﺴﺎﻟﻢ ﻫﺬﻱ ﺗﻌﺮﻑ ﺗﺼﻴﺮ ﻣﺪﺭﺳﺔ ﺫﻛﻴﺔ , ﻭﺍﷲ employ technology-based learning activities, and ﺃﺳﺘﺎﺫﻱ ﺇﻧﺸﺎء ﺍﷲ ﻋﻨﺪﻱ ﻛﺒﺪﺍﻳﺔ ﺭﺍﺡ ﺍﺑﺪﻱ ﺍﻧﻪ ﺭﺍﺡ ﺍﺳﺘﺨﺪﻡ ﺻﻒ (then add more classes (Lines: 299-302.P/B ﺭﺍﺡ ﺍﺑﺪﻱ ﻣﻊ ﻃﺎﻟﺒﺎﺕ ﺍﻟﺼﻒ ﺍﻟﻌﺎﺷﺮ ﺍﻟﺴﻨﺔ ﺍﻟﺠﺎﻳﺔ ﺭﺍﺡ ﺍﺳﺘﺨﺪﻡ ﺻﻒ ﻭﺍﺣﺪ ﻭﺃﻃﺒﻖ ﻋﻠﻴﻪ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ (Lines: 299- .(302.P/B ﺍﻟﻤﺪﻳﺮﺓ :ﺃﺳﺘﺎﺫﻱ ﺃﻧﺎ ﻫﻨﺎﻙ ﻓﻲ ﻃﺒﻌﺎ ﻫﻨﺎﻙ ﻛﺎﻥ ﻓﻲ ﻋﻨﺪﻧﺎ ﺗﻮﺍﺻﻞ P/A: I'm eager to communicate with parents; in ﺑﻴﻨﺎ ﻭﺑﻴﻦ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ, ﺧﻠﻲ ﺍﻟﺒﺮﻳﺪ ﻋﻔﻮﺍ ﻣﻮﻗﻊ ﺍﻟﻤﺪﺭﺳﺔ ﻫﺬﺍ addition to the school’s website, we have a ﻣﻮﻗﻊ ﺷﻐﻞ , ﺇﺿﺎﻓﺔ ﻛﺎﻥ ﻋﻨﺪﻱ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻠﻲ ﻫﻮ ﻟﻠﺘﻮﺍﺻﻞ ﺑﻴﻨﻲ database for students which used to communicate

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ﻭﺑﻴﻦ ﻭﻟﻲ ﺍﻷﻣﺮ ﺍﻟﻠﻲ ﻫﻮ ﺃﻧﺎ ﺃﻭﺯﻉ ﻋﻠﻰ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ ﻛﻮﺩ ﻧﻤﺒﺮ with parents. I distributed passwords to all ﻳﺪﺵ ﻋﻠﻴﻪ ﻭﻟﻲ ﺍﻷﻣﺮ ﺩﺍﻳﺮﻛﺖ(ﻣﺒﺎﺷﺮ) ,ﻋﻨﺪﻱ ﻛﺎﻧﺖ ﻣﻌﻠﻤﺔ parents; allowing them to directly access to the ﻣﻮﺟﻮﺩﺓ ﺑﺎﻹﺩﺍﺭﺓ ﺗﺪﺧﻞ ﺩﺍﻳﺮﻛﺖ ﻟﻲ ﺃﻱ ﻣﺸﻜﻠﺔ ﺣﻖ ﺍﻟﻄﺎﻟﺒﺔ, database to follow their children’s latest ﻏﻴﺎﺑﺎﺕ ﺍﻟﻄﺎﻟﺒﺔ ,ﺇﺫﺍ ﺃﻧﺎ ﺑﺎ ﺃﻭﺟﻪ ﻣﺜﻼ ﺭﺳﺎﻟﺔ ﺣﻖ ﻭﻟﻲ ﺍﻷﻣﺮ, ﻓﻜﺎﻥ developments. I appointed a teacher to follow this ﺍﻟﻜﻮﻧﺘﺎﻛﺖ(ﺍﻟﺘﻮﺍﺻﻞ) ﻣﻌﺎﻫﻢ ﻋﻠﻰ ﻃﻮﻝ , ﻫﺬﺍ ﺍﻟﺒﺮﻧﺎﻣﺞ ﺍﻧﺘﻪ ,database and to update it. Through this database ﺗﺸﺘﺮﻳﻪ ﻫﺬﺍ ﺍﻟﺒﺮﻧﺎﻣﺞ ﻣﻮ ﺣﺎﻃﻴﻨﻪ ﻟﻨﺎ ﻭﺯﺍﺭﺓ .I directly posted educational messages for the (Lines: 126-130 parents regarding the learning activities. This P/B) database has been developed for our school by school staff without any support of the Ministry of Education (Lines: 126-130. P/B) ﺍﻟﻤﺪﻳﺮﺓ: ﺩﻭﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﻬﻢ ﻭﺣﻴﻮﻱ ﻓﻲ ﻭﻗﺘﻨﺎ ﺍﻟﺤﺎﺿﺮ ﻭﻫﻲ P/B: In the present day, the role of ICT is ﻣﻬﻤﺔ ﻟﻠﻄﺎﻟﺐ ﻭﺍﻟﻤﻌﻠﻢ ﻋﻠﻰ ﺣﺪ ﺍﻟﺴﻮﺍء. ﻭﻣﻦ ﺍﻻﻣﺜﻠﻪ ﺍﻟﺘﻲ ﺳﺎﻋﺪﺓ important and vital for both the students and ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻋﻠﻰ ﺗﺤﺴﻴﻦ ﺍﻻﺩﺍء ﻓﻴﻬﺎ. ﺳﺮﻋﺔ ﺍﻧﺠﺎﺯ ﺍﻻﻋﻤﺎﻝ teachers. There are many examples of ICT ﻟﻠﻤﻌﻠﻤﻴﻦ ﻭﻛﺬﻟﻚ ﺍﺗﺎﺡ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﻧﺘﺮﻧﺖ ﺧﻴﺎﺭﺍﺕ ﺗﻘﻨﻴﺔ ﻣﺘﻌﺪﺩﺓ benefits to improve the performance; some of ﻟﻠﻤﻌﻠﻤﻴﻦ ﻟﺘﻮﻇﻴﻔﻬﺎ ﻟﺘﺤﺴﻴﻦ ﻃﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻣﻨﻬﺎ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ them are speed of completion of work for ﺍﻟﺒﻮﺭﺑﻮﻳﻨﺖ ﻭﺍﻻﻧﺘﺮﻧﺖ. ﺳﺎﺑﻘﺎ ﻛﺎﻧﺖ ﺍﻟﺪﺭﻭﺱ ﻣﻤﻠﻪ ﻟﻜﻦ ﺍﻟﻴﻮﻡ teachers. As well as the use of the ICT devices ﺍﺻﺒﺤﺖ ﺟﺬﺍﺑﺔ ﻟﻠﻄﻼﺏ ﻭﺍﺻﺒﺢ ﻛﺬﻟﻚ ﺍﻟﺘﻮﺍﺻﻞ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ offers a number of practical options for teachers ﻭﺍﻻﺩﺍﺭﺓ ﻣﻦ ﺟﻬﻪ ﻭﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻄﻼﺏ ﻣﻦ ﺟﻬﻪ ﺍﺧﺮﻱ ﺑﺸﻤﻞ to be used to improve teaching methods.[For ﺍﻛﺜﺮ ﻓﻌﺎﻟﻴﻪ. ﺍﻟﻄﻼﺏ ﺍﻟﻴﻮﻡ ﻣﺤﻈﻮﻇﻴﻦ ﺑﻬﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻬﻲ .example,] the use of PowerPoint and the Internet ﺍﺗﺎﺣﺖ ﻟﻬﻢ ﻭﺳﺎﺋﻞ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺘﻌﺪﺩﺓ ﻭﻏﻴﺮﺕ ﻣﻦ ﺷﻜﻞ ﺍﻟﻌﻤﻠﻴﺔ Previously, the lessons were boring, but today ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺎﻟﻜﺎﻣﻞ.(lessons become more attractive for students. In (Q/B-P the past, communication was difficult, but today it became more easy and effective, whither between teachers and the administration or between teachers and students. Today students are lucky; this technology has allowed them various educational approaches and changed the shape of the entire educational process (Q/B-P).

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Appendix L: School B Interview and Questionnaire Citations of the School Teachers ﺍﻟﻤﻌﻠﻤﺔ A : ﺇﻳﻪ .. ﻧﻌﻢ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﺑﺎﻟﻤﺰﺍﻧﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺣﻖ ﺍﻟﻮﻗﺖ AG/B: [The Principal]...provided the ICT ﺍﻟﺤﺎﻟﻲ ﺍﻟﻤﺪﻳﺮﺓ ﺍﻟﺤﻴﻦ ﻭﺍﻧﺎ ﺍﻋﺒﺮ ﻋﻦ ﺭﺿﺎ ﺣﻮﻝ ﺍﻟﻴﺔ ﺍﻟﺼﺮﻑ equipment...created a good educational ﻭﺍﻟﻴﺔ ﺍﻟﺼﺮﻑ ﺗﺘﻔﻖ ﻣﻊ ﺣﺎﺟﺎﺗﻲ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ...ﻳﻌﻨﻲ ﻭﻓﺮﺕ atmosphere...improved the buildings....settled the ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺤﺎﺳﻮﺏ ﻭﺗﻢ ﻧﻬﻴﺌﺔ ﺟﻮ ﺗﻌﻠﻴﻤﻲ , ﻳﻌﻨﻲ ﻫﻴﺄﺕ ﺍﻟﻤﺪﺭﺳﺔ ...learning environment, provided the instructions ﻛﻤﺒﻨﻰ , ﻳﻌﻨﻲ ﺳﻮﺕ ﺟﻮ ﺗﻌﻠﻴﻤﻲ , ﺍﻹﺭﺷﺎﺩﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ ..ﻳﻌﻨﻲ ﻛﻞ I was assisted and financially supported in ﺷﻲء , ﻛﻞ ﺷﻲء ﻣﺴﻮﻳﺘﻪ ﺍﻟﻤﺪﻳﺮ ﺍﻟﺤﺎﻟﻴﺔ... ﻧﻌﻢ ﺗﻢ ﻣﺴﺎﻋﺪﺗﻲ obtaining materials, some ICT related (Lines: 37- ﻭﺩﻋﻤﻲ ﻣﺎﻟﻴﺎ ﻓﻲ ﺗﻮﻓﻴﺮ ﺑﻌﺾ ﺍﻻﺩﻭﺍﺕ ﺍﻟﺘﻲ ﻃﻠﺒﻬﺎ ﻭﻣﻨﻬﺎ ﻣﺎﻫﻮ .(AG/B .46 ﻣﺘﻌﻠﻖ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ(Lines: 37-46. AG/B). ﺍﻟﻤﻌﻠﻤﺔ E: ﺇﻳﻪ ﺳﻮﺕ ﻟﻨﺎ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻋﺪﺓ ﺇﻥ ﺍﻟﻤﺪﺭﺳﺔ ﻻﺯﻡ ﻳﻜﻮﻥ EG/B: The Principal held several meetings for ﻟﻬﺎ ﺭﺅﻳﺔ , ﺍﻟﻤﺪﺭﺳﺔ ﻻﺯﻡ ﻳﻜﻮﻥ ﻟﻬﺎ ﺃﻫﺪﺍﻑ ,ﻭﺍﻷﻗﺴﺎﻡ ﻛﻞ ﻗﺴﻢ us to clarify the ICT vision…[which] helps us to ﻳﻜﻮﻥ ﻟﻪ ﺭﺅﻳﺔ ﻭﺃﻫﺪﺍﻑ ﻣﻌﻴﻨﺔ ﻧﺘﺒﻌﻬﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﻧﻌﻄﻲ ﺍﻷﻓﻀﻞ advance more…We have a clear vision and ﺣﻖ ﺍﻟﺘﻌﻠﻴﻢ(mission for ICT (Lines: 1088-1089. EG/B). ..(Lines: 1088-1089. EG/B ﺍﻟﻤﻌﻠﻤﺔ A : ﻟﻼﺳﻒ ﺍﻧﺎ ﺍﻋﺎﻧﻲ ﻣﻦ ﻋﺪﻡ ﻭﺿﻮﺡ ﺍﻻﻫﺪﺍﻑ ﺍﻟﻤﺘﻌﻠﻖ AG/B: Unfortunately, I'm suffering from a lack ﺑﺎﻻﺳﺘﺨﺪﻣﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺇﻳﻪ...ﻣﺎ ﻋﻨﺪﻱ ﻓﻜﺮﺓ ﻋﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ of clarity on the goal...I have no idea about the ﺷﻨﻮ .. ﺍﻷﻫﺪﺍﻑ ﺑﻠﻰ ﻳﻌﻨﻲ .. ﺃﻫﺪﺍﻓﻬﺎ ﻟﻠﺘﻮﺿﻴﺢ( .implementation of ICT approach...I know about Lines: 88-89 the ICT objectives...I was informed about . .(AG/B them...but I need more clarification (Lines: 88- 89. AG/B). ﺍﻟﻤﻌﻠﻤﺔ D: ﻭﺍﻳﺪ ﻭﺍﷲ ﺇﻳﻪ ﻳﺮﺍﻋﻮﻥ ﻭﺍﷲ ﺍﻟﺸﻐﻠﻪ ﻫﺬﻩ, ﻭﻓﻴﻪ ﺍﻫﺘﻤﺎﻡ DG/B: there are considerations for such ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﺪﻳﺮﺓ ﻣﻦ ﺍﺟﻞ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻤﻌﻠﻤﺎﺕ ﺍﻟﻲ ﻋﻨﺪﻫﻢ ﻫﺎﻟﻤﺸﻜﻠﺔ cases...She always advises us to ask and ﻭﺩﺍﺋﻤﺎ ﺗﻨﺼﺤﻨﺎ ﻧﺴﺌﻞ ﻭﻧﺘﻮﺍﺻﻞ ﻣﻊ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻛﻤﺨﺘﺼﻴﻦ ﻣﻦ communicate with the Computer Science ﺍﺟﻞ ﻣﺴﺎﻋﺪﺓ ﻣﻦ ﻳﺤﺘﺎﺝ ﺍﻟﻤﺴﺎﻋﺪﺓ , ﺍﺟﻤﺎﻻ ﺍﻟﻤﺪﻳﺮﺓ ﺗﻌﺮﻑ ﻗﺪﺭﺍﺕ Department to seek help because they are ﺍﻟﻤﻌﻠﻤﺎﺕ ﻭﺗﺤﺎﻭﻝ ﺗﻨﻤﻲ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺍﺕ ﻭﻓﻘﺎ ﻣﺎﻫﻮ ﻣﺘﺎﺡ( :specialists in ICT. In general, the Principal knows Lines the capacity of the teachers and tries to develop .(987-989.DG/B these capabilities (Lines: 987-989.DG/B). ﺍﻟﻤﻌﻠﻤﺔ D: ﻃﺒﻌﺎ ﺇﺣﻨﺎ ﻋﻨﺪﻧﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺑﺎﻟﺘﻮﺟﻴﻪ ﻳﻄﻠﺒﻮﻥ ﻣﻨﺎ ﺩﺍﻳﻤﺎ DG/B: I have been encouraged to collaborate ﺍﻟﺘﻮﺍﺻﻞ ﻭﺗﺒﺎﺩﻝ ﺯﻳﺎﺭﺍﺕ ﺑﻴﻦ ﺍﻷﻗﺴﺎﻡ , ﺗﺒﺎﺩﻝ ﺯﻳﺎﺭﺍﺕ ﺑﻴﻦ with my colleagues…We collaborate through ﺍﻟﻤﺪﺍﺭﺱ, ﺇﺫﺍ ﻣﻌﻠﻤﺔ ﻣﺘﻤﻴﺰﺓ ﻓﻲ ﺷﻐﻠﻪ ﻣﻌﻴﻨﺔ ﻳﻄﻠﺒﻮﻥ ﻣﻨﺎ – ﺑﺎﻟﻨﺴﺒﺔ ,keeping in touch, through exchange visits ﺣﻖ ﺗﻮﺟﻴﻬﻨﺎ ﻳﻌﻨﻲ - ﺇﻧﻨﺎ ﻧﺮﻭﺡ ﺍﻟﻤﺪﺭﺳﺔ ﻫﺬﻩ ﻭﻧﺸﻮﻓﻬﺎ( :exchanging experiences, and becoming involved Lines in some activities related to teaching (Lines: 933- .(933-935.DG/B 935.DG/B). ﺍﻟﻤﻌﻠﻤﺔ E: ﻭﺍﷲ ﻫﻲ ﻣﻤﺘﺎﺯﺓ ﺑﺎﻟﺘﺨﻄﻴﻂ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻭﺩﺍﺋﻤﺎ ﺗﻔﻀﻞ EG/B: we have a plan to reform a classroom in ﺍﻥ ﻧﻌﻤﻞ ﻭﻓﻖ ﺧﻄﺔ ﻋﻤﻞ ﻣﺜﻼ: ﻟﺪﻳﻨﺎ ﺧﻄﺔ ﻟﺘﺤﻮﻳﻞ ﺍﺣﺪ ﺍﻟﻔﺼﻮﻝ our school to an ICT-based class…As the ﺑﺎﻟﻤﺪﺭﺳﺔ ﺍﻟﻰ ﻓﺼﻞ ﺗﻜﻨﻮﻟﻮﺟﻲ ﻳﺘﻢ ﻓﻴﻪ ﺗﺠﺮﺑﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻜﺎﻣﻞ ﻣﻊ Science Department, we can collect ICT material ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻓﻌﻼ ﻛﺎﻧﺖ ﺧﻄﻄﻬﺎ ﻣﻤﺘﺎﺯﺓ, ﻳﻌﻨﻲ ﺍﺣﻨﺎ ﻛﺎﻗﺴﺎﻡ ﻋﻠﻤﻴﺔ from many sources so that the class requirements ﺍﺳﺘﻄﻌﻨﺎ ﺗﺠﻤﻴﻊ ﺑﻌﺾ ﺍﻟﻤﻮﺍﺩ ﺍﻟﻌﻤﻠﻴﺔ ﻣﻦ ﺍﻛﺜﺮ ﻣﻦ ﻣﺼﺪﺭ ﻭﺻﺎﺭ .(are met (Lines: 1189-1193.EG/B ﻓﻴﻪ ﺍﻫﺘﻤﺎﻡ ﺑﺘﻠﺒﻴﺔ ﻣﺘﻄﻠﺒﺎﺕ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻣﻦ ﺍﻻﻥ, ﺍﺗﺬﻛﺮ ﻟﻤﺎ ﺧﻄﻄﺖ ﻟﻠﻤﺪﻳﻨﺔ ﺍﻻﻋﻼﻣﻲ, ﻛﺎﻧﺖ ﺗﻌﻤﻞ ﻭﻓﻖ ﺟﺪﻭﻝ ﺯﻣﻨﻲ ﻭﺍﺿﺢ ﻭﺣﺘﻲ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻟﺪﻳﻨﺎ ﻳﺮﺗﺎﺣﻮﻥ ﻣﻦ ﺧﺬﺍ ﺍﻻﺳﻠﻮﺏ ﻻﻥ ﻛﻞ ﺷﻲء ﻣﺨﻄﻂ ﻟﻪ ﻭﻭﺍﺿﺢ ﻣﻦ ﺍﻟﺒﺪﺍﻳﺔ(Lines: 1189-1193.EG/B).. ﺍﻟﻤﻌﻠﻤﻪ A: ﺑﺎﻟﺘﺄﻛﻴﺪ ﻫﻨﺎﻙ ﺩﻭﺭ ﻣﺒﺎﺷﺮ ﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻤﺪﻳﺮﺓ The leadership practices of Principal have a great ﺍﻟﻤﺪﺭﺳﺔ. ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺗﺤﺴﻦ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ role in embedding ICT. These leadership ﻣﻦ ﺧﻼﻝ ﻃﺮﻕ ﻋﺪﺓ. ﻣﺜﻼ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﺤﺚ ﻭﺍﻻﻗﻨﺎﻉ ,practices promote the use of ICT in many ways ﻭﺍﻟﻨﻘﺎﺵ. ﺍﻟﻤﺪﻳﺮﺓ ﺩﺍﺋﻤﺎ ﻣﺎ ﺗﺴﺎﻋﺪﻧﺎ ﻭﺗﺒﺪﻱ ﺍﻫﺘﻤﺎﻡ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ -through encouragement, persuasion, and follow ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻬﺎ ﺑﺎﻟﺘﻌﻠﻴﻢ. ﺍﻋﺘﻘﺪ ﺗﻮﻓﻴﺮ ﺩﻋﻢ ﻣﺎﺩﻱ ﺑﺸﻜﻞ ﺍﻛﺒﺮ ﻣﻤﺎ ﻫﻮ up discussions. The Principal supported and ﻋﻠﻴﻪ ﺍﻻﻥ ﺳﻮﻑ ﻳﺴﺎﻋﺪ ﺑﺸﻜﻞ ﻛﺒﻴﺮ ﻋﻠﻰ ﺗﺴﻬﻴﻞ ﺍﺳﺘﺨﺪﺍﻡ showed interest in ICT. I think that providing ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺑﺸﻜﻞ more support and financial contributions ﻳﻮﻣﻲ(positively promotes the use of ICT into the .(Q/AG/B school’s daily teaching activities (Q/AG/B) ﺍﻟﻤﻌﻠﻤﻪ B: ﻫﻨﺎﻙ ﺗﺄﺛﻴﺮ ﻭﺍﺿﺢ ﻟﻠﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻤﺪﻳﺮﺓ There is a clear impact from the leadership ﺍﻟﻤﺪﺭﺳﺔ ﻭﺗﺄﺛﻴﺮ ﻣﺒﺎﺷﺮ ﻋﻠﻰ ﺁﻟﻴﺔ ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ. ﺍﻟﻤﻌﻠﻤﺎﺕ practices of our school Principal on the ICT ﻣﺘﺄﺛﺮﺍﺕ ﺑﻤﺜﻞ ﻫﺬﻩ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﻭﻣﻘﺪﺍﺭ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺬﻱ ﺗﺤﻀﺎﻩ implementation process…the teachers are ﺍﻟﻤﻌﻠﻤﺎﺕ ﺍﻻﺗﻲ ﻳﺴﺘﺨﺪﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻭﻧﺎﺟﺢ, affected by such behavior…due to the amount of

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ﻭﻟﻼﻣﺎﻧﺔ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﻲ ﺗﻤﺎﺭﺳﻬﺎ ﺍﻟﻤﺪﻳﺮﺓ ﺧﻠﻘﺖ ﻧﻮﻉ praise received by a teacher who uses and the ﻣﻦ ﺍﻟﻤﻨﺎﻓﺴﻪ ﺍﻻﻳﺠﺎﺑﻴﺔ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻭﺯﻣﻴﻼﺗﻬﻦ ﺑﺎﻟﻘﺴﻢ ﻭﺍﺻﺒﺢ favourable light in which the Principal views the ﺍﻟﻜﻞ ﻳﺒﺎﺩﺭ ﺑﺸﻜﻞ ﻓﺮﺩﻱ (teacher as a result there is competition among the (Q/BG/B teachers (Q/BG/B) ﺍﻟﻤﻌﻠﻤﺔ C : ﺗﺄﺛﻴﺮ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻠﻤﺪﻳﺮﺓ ﻭﺍﺿﺤﻪ ﻭﻻ ﻳﻤﻜﻦ There is an obvious impact of the leadership ﺗﺠﺎﻫﻠﻬﺎ. ﻭﺍﻛﺒﺮ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﻲ ﺗﺄﺛﺮ ﻭﺍﺛﺮﺕ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻫﻲ practices of the school Principal on the use of ﻣﻘﺪﺍﺭ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺬﻱ ﺗﻮﻟﻴﻪ ﺍﻟﻤﺪﻳﺮﺓ ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺗﻄﺒﻴﻘﺎﺗﻬﺎ ICT in the school. The biggest impact is through ﻭﻣﺤﺎﻭﻻﺗﻬﺎ ﺍﻟﺪﺋﻮﺑﻪ ﻣﻦ ﺍﺟﻞ ﺗﻮﻓﻴﺮ ﻣﺘﻄﻠﺒﺎﺕ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ the attention of the Principal and her relentless ﻭﺗﻄﺒﻴﻘﺎﺗﻬﺎ ﺑﺎﻟﺘﺪﺭﻳﺲ (pursuit to provide the requirements of ICT (Q/CG/B embedding processes (Q/CG/B) ﺍﻟﻤﻌﻠﻤﺔ D: ﻧﻌﻢ ﻫﻨﺎﻙ ﺗﺄﺛﻴﺮ ﻟﻠﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻠﻤﺪﻳﺮﺓ. Yes, there was a positive impact of the principal’s leadership practices on ICT embedding. ﺍﻟﻤﻌﻠﻤﺔ C :ﺍﻋﺘﻘﺪ ﺍﻥ ﻟﻠﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻤﺪﻳﺮﺓ ﺍﻟﻤﺪﺭﺳﺔ ﺍﺛﺮ I believe there was a positive impact from the ﺍﻳﺠﺎﺑﻲ ﻋﻠﻰ ﻣﺪﻱ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ. ﻭﻫﺬﺍ ﺍﻟﺘﺄﺛﻴﺮ leadership practices of the school Principal on the ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﻣﻘﺪﺍﺭ ﺩﺍﻓﻌﻴﺔ ﻭﺭﻏﺒﺔ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺜﻞ ﻫﺬﻩ uptake of ICT in our school. This was reflected ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﺜﻼ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻳﺤﺎﻭﻟﻮﻥ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ by the effect on motivation and the desire of ﺑﺴﺒﺐ ﻫﺬﻩ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ. ﻫﻨﺎﻙ ﻋﺪﺩ ﻣﻦ ﺍﻻﺳﺒﺎﺏ ﺍﻟﺘﻲ ﺍﺩﺕ ﻟﻤﺜﻞ ﻫﺬﻩ teachers to use ICT…There were a number of ﺍﻟﺮﻏﺒﻪ ﻭﺍﻟﺪﺍﻓﻌﻴﻪ ﻭﻣﺪﻱ ﺍﻧﺘﺸﺎﺭ ﺛﻘﺎﻓﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﺪﻳﻨﺎ reasons for the significant impact and the spread ﺑﺎﻟﻤﺪﺭﺳﺔ. ﻭﻫﻲ. ﺍﻟﺤﺚ ﻭﺍﻟﺘﺤﻔﻴﺰ ﺍﻟﻤﺴﺘﻤﺮﺍﻥ ﻣﻦ ﻗﺒﻞ ﻣﺪﻳﺮﺓ .of a culture of ICT use in our school. They are: a ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ؛the induction and persistence of the stimulus by .2 ﺗﻮﻇﻴﻒ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻟﺪﻋﻢ ﺍﻟﻤﺪﺭﺳﺔ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ، the Principal on the use of ICT; b. the 3.ﺗﻮﻓﻴﺮ ﺇﻣﻜﺎﻧﻴﺎﺕ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺗﻄﺒﻴﻖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ employment of a computer science department to ﻭﺍﻻﺗﺼﺎﻻﺕ(support the school technologically; and c. the (Q/EG/B supplementation of the possibilities and requirements of ICT embedding (Q/EG/B)

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