Mohammed Al-Sharija Thesis

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.
i
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).
ii
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.
iii
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
iv
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
v
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
vi
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
5.3.6 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
vii
6.2.6 Summary .......................................................................................... 185
6.3 Teachers’ Perspectives ........................................................................ 185
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
7.1 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
viii
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
ix
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
x
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
xi
Table 7.8 Principals, Teachers, and Students Perspectives ................................... 237
Table 7.9 Teachers’ Responses on Survey Items 7 to 9 ........................................... 238
xii
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.
xiii
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
xiv
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
xv
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.
xvi
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.
xvii
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
1
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.
2
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
4
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.
6
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?
7
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.
8
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
11
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.
12
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.
13
14
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
15
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).
18
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).
19
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.
20
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.
22
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.
24
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.
25
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
29
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
31
(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.
34
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
37
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
38
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).
39
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.
40
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.
42
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.
43
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.
45
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.
51
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.
52
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.
53
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.
57
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?
58
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:
59
...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
61
(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
64
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).
65
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.
67
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
69
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.
70
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)
71
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).
72
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.
74
Figure 3.2 The Initial Framework of the Study
75
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).
76
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:
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?
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.
77
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.
82
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.
83
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).
84
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.
85
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.
86
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.
87
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).
91
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.
92
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
93
(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
97
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)
98
(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).
103
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).
104
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.
105
106
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
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 school Principal was conducted in his office (April, 2010).The Initial
Framework of effective leadership practice, described in Section 2.11, with its five
components, was used to organise the data presentation.
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.
109
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
110
(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.
111
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.
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.
114
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.
115
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.
117
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.
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
119
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.
120
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.
121
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.
122
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:
123
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.
124
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.
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
importance of a collaborative culture “‫ ”ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‬is in enabling the exchange of
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.
Building a collaborative culture “‫ ”ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‬in the school was also a fundamental
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.
127
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).
128
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.
129
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).
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
131
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).
132
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
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.
133
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).
134
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.
136
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.
137
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.
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).
138
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
139
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.
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.
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:
143
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.
144
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.
145
Building a collaborative culture
Establishing a collaborative culture "‫"ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‬in a school has many potential

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.
146
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.
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.
147
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
148
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.
150
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.
155
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.
156
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.
157
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.
158
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.
159
160
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).
162
6.2 School B Principal Interview Data
This section addresses the first question of the study: How do school principals
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.
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
163
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.
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.
165
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).
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.
167
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.
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
171
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.
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:
173
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
175
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.
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“‫ ”ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‬in the school has been identified in the
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.
180
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.
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:
182
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).
183
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
184
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.
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.
186
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.
187
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.
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.
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.
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.
191
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).
192
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.
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.
193
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.
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
196
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).
197
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
198
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.
200
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.
201
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.
202
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:
203
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.
204
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.
205
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.
206
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.
208
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.
209
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?
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.
210
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.
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.
212
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).
213
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.
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).
216
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
217
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
220
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.
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
221
(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).
222
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.
223
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.
226
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
concern for developing a collaborative culture“‫ ”ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‬in their schools
(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.
231
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.
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.
235
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.
236
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
237
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.
239
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.
240
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.
244
Figure 7.1 Revised Model of Effective Leadership Practices for Embedding ICT in School.
245
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).
246
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).
247
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).
250
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.
251
252
References
Abbott, C. (2001). ICT: Changing education. London: Routledge Falmer.
ACCEL-TEAM. (2009). Employee motivation: Theory and practice Retrieved April

14, 2009, from http://www.accel-team.com/motivation/
Adams, C. A., & McNicholas, P. (2007). Making a difference: Sustainability

reporting, accountability and organisational change. Accounting, Auditing &
Accountability Journal, 20(3), 382-402.
Afshari, M., Abu Bakar, K., Luan, W. S., Abu Samah, B., & Fooi, F. S. (2008).
School leadership and information communication technology. Turkish Online
Journal of Educational Technology, 7(4), 82-91.
Al Dafiri, K. (2006). The dominant leadership styles of public high school principals
in Kuwait and their relation to teachers’ motivation towards work
(Unpublished Master Dissertation). Amman Arab University for Graduate
Studies. Amman, Jordan.
Al Majdi, A. (2006). The degree of public school principals readiness to apply

electronic school management in the state of Kuwait (Unpublished Master
Dissertation). Amman Arab University for Graduate Studies. Amman, Jordan.
Alangari, H. (1998). The struggle for power in Arabia: Ibn Saud, Hussein and Great
Britain, 1914-1924. Reading: Ithaca Press.
Alawamrh, M. (2002). Principles of school management. Amman, Jordan: Almasirah

Press.
Albanese, R. (1994). Team building process: Key to better project results. Journal of
Management in Engineering, 10(6), 36-44.
Albirini, A. (2006). Teachers' attitudes toward information and communication

technologies: The case of Syrian EFL teachers. Computers & Education, 47(4),
373-398.
Alharbi, G. (2012). Primary school teachers’ perceptions regarding ICT usage and
equipment in Kuwait. Journal of International Education Research (JIER),
8(1), 55-62.
Al-Jaber, Z. (1996). The leadership requirements of secondary school principals in

Kuwait: A post-invasion analysis. Journal of Educational Administration,
34(4), 24-38.
Alrasheedi, H. (2009). Information and communication technology (ICT): Effects of

gender and training among Kuwait teachers (Unpublished PhD thesis). Ohio
University, Ohio; Athens. Retrieved ProQuest Dissertations and Theses
database. (AAT 3390414)
253
Anderson, R. E., & Dexter, S. L. (2000). School technology leadership: Incidence
and impact. teaching, learning, and computing: 1998 National Survey, Report:
6. Retrieved August 12, 2009, from http://escholarship.org/uc/item/76s142fc
Angrosino, M. (2007). Doing ethnographic and observational research. Thousand

Oaks, CA: Sage Publications.
Artigues, A. M. (2009). Predictors of knowledge creation performance. A

quantitative qualitative comparative study of European doctorandi
(Unpublished Doctoral Dissertation). University of Girona.
Avolio, B. J. (1999). Full leadership development: Building the vital forces in

organizations. Thousand Oaks, CA: Sage Publications.
Avolio, B. J., & Bass, B. M. (1991). The full range of leadership development: Basic
and advanced manuals. Binghamton, NY: Bass, Avolio, and Associates.
Avolio, B. J., & Bass, B. M. (2004). Multifactor leadership questionnaire: Manual

and sampler set (3rd ed.). Redwood City, CA: Mind Garden, Inc.
Avolio, B. J., Bass, B. M., & Jung, D. I. (1999). Re-examining the components of
transformational and transactional leadership using the Multifactor Leadership
Questionnaire. Journal of Occupational and Organizational Psychology, 72(4),
441-462.
Baek, Y. K., & Westrom, M. (2001). Building a cyber training center for teachers in
Korea. Journal of Technology and Teacher Education, 9(2), 171-79.
Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT impact report: A review of
studies of ICT impact on schools in Europe. Brussels: European Schoolnet.
Retrieved July 17, 2008, from
http://insight.eun.org/shared/data/pdf/impact_study.pdf.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.

Psychological Review, 84(2), 191-215.
Barnes, R. (2005). Moving towards technology education: Factors that facilitated

teachers’ implementation of a technology curriculum. Journal of Technology
Education, 17(1), 6-18.
Barrett, M., Grant, D., & Wailes, N. (2006). ICT and organizational change:
Introduction to the special issue. The Journal of Applied Behavioral Science,
42(1), 6-22.
Bass, B. M. (1995). Theory of transformational leadership redux. Leadership

Quarterly, 6(4), 463-478.
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.).

Mahwah, NJ: L. Erlbaum Associates.
254
Baumgartner, P., Denz, H., Oberhauser, I., & Hoffmann, K. (2001). A Case study of
ICT and school improvement at secondary school. Retrieved August 13, 2008,
from www.oecd.org/dataoecd/32/11/2732748.pdf
Beach, D. (2003). From teachers for education change. European Educational

Research Journal, 2(2), 203-227.
Beastall, L. (2006). Enchanting a disenchanted child: Revolutionising the means of

education using information and communication technology and e-learning.
British Journal of Sociology of Education, 27(1), 97-110.
Bellum, J. M. (2003). Rogers' innovation process in organizations: Information

systems implementation in educational organizations (Unpublished Doctoral
Dissertation). The University of Nebraska.
Berdos, A. (2009). Principal leadership in the effective elementary school

professional learning community: A multiple case study (Unpublished Ed.D
Dissertation). University of Massachusetts Lowell.
Birinci, G., & Kabakci, I. (2007). School principals' views about their roles in
technology planning: A case in Eskisehir. Paper presented at the International
Educational Technology (IETC) Conference. Retrieved December 28, 2008,
from
http://gateway.library.qut.edu.au/login?url=http://search.ebscohost.com/login.a
spx?direct=true&db=eric&AN=ED500247&site=ehost-live
Blurton, C. (1999). New directions of ICT-use in education. Retrieved July 24, 2009,
from http://www.unesco.org/webworld/wcir/en/pdf_report/chap2.pdf
Bolden, R., Gosling, J., Marturano, A., & Dennison, P. (2003). A review of
leadership theory and competency frameworks. Centre for Leadership Studies,
Exeter: University of Exeter. Retrieved from
http://www2.fcsh.unl.pt/docentes/luisrodrigues/textos/Lideran%C3%A7a.pdf
Bouwman, H., Hooff, B., Wijngaert, L., & Dijk, J. (2005). Information
communication technology in organizations: Adoption, implementation, use
and effects. London: Sage Publications.
Brehony, K. J., & Deem, R. (2005). Challenging the post-Fordist/flexible

organisation thesis: the case of reformed educational organisations. British
Journal of Sociology of Education, 26(3), 395-414.
Briault, E., & West, N. (Eds.). (1990). Primary school management: Learning from
experience. Windsor, UK: NFER-Nelson.
Bubshait, A. A., & Farooq, G. (1999). Team building and project success. Cost
Engineering, 41(7), 34-38.
Buenger, V. (2006).Organizational Behavior 1: Essential Theories of Motivation and

Leadership. Personnel Psychology, 59(3), 757-759.
255
Burke, W. W. (2008). Organization change: Theory and practice (2nd ed.).
Thousand Oaks, CA: Sage Publications.
Burnes, B. (2004). Kurt Lewin and the planned approach to change: A re-appraisal.
Journal of Management Studies, 41(6), 977-1002.
Burns, J. M. (1978). Leadership. NY: Harper & Row.
Busher, H. (2006). Understanding educational leadership: People, power and

culture Maidenhead, England: Open University Press.
Cameron, E., & Green, M. (2008). Making sense of leadership: Exploring the five
key roles used by effective leaders. London: Kogan Page.
Cameron, K. S., Quinn, R. E., DeGraff, J., & Thakor, A. V. (2006). Competing
values leadership: Creating value in organizations. Cheltenham, UK: Edward
Elgar Publishing Limited.
Central Agency for Information Technology. (2011). the Establishment of the

Central Body of Information Technology. Retrieved March12nd, 2011,
from http://www.cait.gov.kw/Default.aspx?pageId=447
Cohen, L., Manion, L., & Morrison, K. (2003). Research Methods in Education (5th
ed.). London: Taylor & Francis Routledge.
Coleman, L. J. (2007). An examination of shared vision in the school improvement

process of one Indiana high school. ETD Collection for Purdue University.
Colorado State University. (2011). Advantages of open-ended questions. Retrieved

May 16, 2011,
from http://writing.colostate.edu/guides/research/survey/com4a2a2.cfm
Couto, R. A. (1997). Social capital and leadership. Retrieved March 2, 2009, from
The James MacGregor Burns Academy of Leadership
Press: http://www.academy.umd.edu/Resources/AcademyPublicationsPDF/KL
SP/TransformationalLeadership/SocialCapital/SocialCapital.pdf
Covington, M. V. (2000). Goal theory, motivation, and school achievement: An

integrative review. Annual Review of Psychology, 51(1), 171-200.
Cox, M., & Marshall, G. (2007). Effects of ICT: Do we know what we should know?
Education and Information Technologies, 12(2), 59-70.
Cranston, J. (2009). Holding the reins of the professional learning community: Eight
themes from research on principal’s perceptions of professional learning
communities. Canadian Journal of Educational Administration and Policy,
90(2), 1-22.
Cranston, N., & Ehrich, L. (2008). Imagining school leadership. Professional

Educator, 7(2), 16-21.
256
Creighton, T. B. (2003). The Principal as technology leader. Thousand Oaks, CA:
Corwin Press.
Creswell, J. W. (2008). Educational Research: Planning, Conducting and Evaluating

Quantitative and Qualitive Research (3rd ed.). Upper Saddle River, NJ:
Pearson/Merrill Prentice Hall.
Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003).
Advanced mixed methods research designs. In Abbas Tashakkori & C. Teddlie
(Eds.), Handbook of mixed methods in social and behavioral research (pp.
209-240). Thousand Oaks, CA: Sage Publications.
Crow, G. M., Hausman, C. S., & Scribner, J. P. (2002). Reshaping the role of the
school principal. Yearbook of the National Society for the Study of Education,
101(1), 189-210.
Crowther, F., Hann, L., & Andrews, D. (2002). Rethinking the role of the school
principal: Successful school improvement in the post industrial era. The
Practising Administrator, 24(2), 10-13.
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge,

MA: Harvard University Press.
Davis, G., J. Wanna, J. Warhurst, & P. Weller. (1993). Public Policy in Australia
(2nd ed). Sydney: Allen and Unwin.
Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School
leadership study: Developing successful principals. Retrieved June 3rd, 2009,
from http://www.gsb.stanford.edu/csi/pdf/seli_sls_research_review.pdf
Day, C. (2003). Successful leadership in the twenty-first century. In A. Harris, C.

Day, M. Hadfield, D. Hopkins, A. Hargreaves & C. Chapman (Eds.), Effective
leadership for school improvement (pp. 157-179). London: Routledge Falmer.
Day, R. E. (2001). Totality and representation: A history of knowledge management

through European documentation, critical modernity, and post-Fordism.
Journal of the American Society for Information Science and Technology,
52(9), 725-735.
De Ferranti, D., Perry, G. E., Lederman, D., & Maloney, W. E. (2002). From natural
resources to the knowledge economy: Trade and job quality. Washington, DC:
World Bank Publications.
De Freitas, S., & Oliver, M. (2005). Does E-learning policy drive change in higher
education?: A case study relating models of organisational change to e-learning
implementation. Journal of Higher Education Policy & Management, 27(1),
81-95.
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research.

Rochester, NY: University of Rochester Press.
257
DeGraff, J., & Quinn, S. E. (2007). Leading innovation: How to jump start your
organization's growth engine NY: McGraw-Hill.
DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.).

DiClemente, C., & Prochaska, J. (1998). Toward a comprehensive transtheoretical

model of change. In W. R. Miller & N. Heather (Eds.), Treating addictive
behaviours: Processes of change. NewYork: Plenum Press.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual
Review of Psychology, 53(1), 109-132.
ECDL Foundation. (2008). International computer driving licence (ICDL). Retrieved

October 30, 2008, from http://www.ecdl.org/publisher/index.jsp
Eisenbach, R., Watson, K., & Pillai, R. (1999). Transformational leadership in the
context of organizational change. Journal of Organizational Change
Management, 12(2), 80-89.
Elliot, A. J., & Dweck, C. S. (2005). Handbook of competence and motivation.

NewYork: Guilford Press
Elliott, A. (2004). Cultural change needed to exploit ICT in schools. Retrieved

March 6, 2009, from http://www.infoage.idg.com.au/index.php?id=63435706
Ellsworth, J. B. (2000). Surviving change: A survey of educational change models.

Retrieved August 4, 2009, from
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/8
0/16/54/72.pdf
Elmore, R. F. (2000). Building a new structure for school leadership. Retrieved April
15, 2009, from http://www.shankerinstitute.org/Downloads/building.pdf
Elo, S., & Kyngas, H. (2008). The qualitative content analysis process. Journal of
Advanced Nursing, 62(1), 107-115.
Ely, D. P. (1990). Conditions that facilitate the implementation of educational

technology innovations. Journal of Research on Computing in Education,
23(2), 298-305.
Ely, D. P. (1999). Conditions that facilitate the implementation of educational

technology innovations. Educational Technology, 39(6), 23-27.
Engstrom, R. (2010). Integrating Classroom and Online Instruction in an

Introductory American Government Course. In Y. Inoue (Ed.), Cases on online
and blended learning technologies in higher education; concepts and practices
(pp. 283-295). Hershey PA: Information Science Reference.
Ensminger, D. C., Surry, D. W., Porter, B. E., & Wright, D. (2004). Factors
contributing to the successful implementation of technology innovations.
Journal of Educational Technology and Society, 7(3), 61-72.
258
Evans, L. (1999). Managing to motivate: A guide for school leaders. London: Cassell.
Executive Ministries. (2003). Leadership theories. Retrieved March 19, 2009,

from www.execmin.org/LeadershipResources/LeadershipDevelopment/Resour
ces/Roles%20of%20a%20Leader/Leadership%20Theories.doc
Fairholm, M. R. (2001). The themes and theory of leadership: James MacGregor

Burns and the philosophy of leadership. Retrieved January 13, 2009,
from http://www.unc.edu/~mmb/cemm%20web/pdf_Files/Burnsand.pdf
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic

analysis: A hybrid approach of inductive and deductive coding and theme
development. International Journal of Qualitative Methods, 5(1), 1-11.
Fisher, Y., & Friedman, I. A. (2008). The pyramid model of school management.
Quality and Quantity, 42(5), 645-664.
Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-first
century principal. Journal of Educational Administration, 41(2), 124-142.
Flecknoe, M. (2002). How can ICT help us to improve education? Innovations in

Education & Teaching International, 39(4), 271-279.
Flick, U. (2009). An Introduction to qualitative research. Thousand Oaks, CA: Sage

Publications.
Ford, J. D., Ford, L. W., & D'Amelio, A. (2008). Resistance to change: The rest of
the story. Academy of Management Review, 33(2), 362-377.
Fullan, M. (1996) Leadership for Change, in K. Leithwood, J. Chapman, D. Corson,

P. Hallinger, & Hart, A. (Eds.), International handbook of educational
leadership and administration, part 2 (pp. 701-722). Dordrecht, Netherlands:
Kluwer Academic Press.
Fullan, M. (2001). Leading in a culture of change San Francisco, CA: Jossey-Bass.
Fullan, M. (2002a). The change leader. Educational Leadership, 59(8), 16-20.
Fullan, M. (2002b). Leadership and sustainability. Principal Leadership, 3(4), 14-17.
Fullan, M. (2002c). Principals as leaders in a culture of change. Educational

Leadership, 59(8), 16-21.
Fullan, M. (2007). The new meaning of educational change (4th ed.). NY: Teachers
College Press.
Fullan, M. G. (1991). What's worth fighting for in the principalship: Strategies for
taking charge in the school Principalship. Hawthorn, VIC: Australian Council
for Educational Administration.
259
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What
makes professional development effective? Results from a national sample of
teachers. American Educational Research Journal, 38(4), 915-945.
Gay, L. R., Mills, G., & Airasian, P. (2009). Educational research: Competencies for
analysis and applications (9th ed.). Upper Saddle River, NJ: Pearson
Education.
Geijsel, F., Sleegers, P., Leithwood, K., & Jantzi, D. (2003). Transformational
leadership effects on teachers' commitment and effort toward school reform.
Journal of Educational Administration, 41(3), 228-256.
Gichoya, D. (2005). Factors Affecting the Successful Implementation of ICT

Projects in Government. Electronic Journal of e-Government, 3(4), 175-184.
Gilley, A., Dixon, P., & Gilley, J. W. (2008). Characteristics of leadership

effectiveness: Implementing change and driving innovation in organizations.
Human Resource Development Quarterly, 19(2), 153-169.
Gillham, B. (2005). Research interviewing: The range of techniques. Maidenhead,

UK: Open University Press.
Goddard, Y. L., Neumerski, C. M., Goddard, R. D., Salloum, S. J., & Berebitsky, D.
(2010). A multilevel exploratory study of the relationship between teachers'
perceptions of principals' instructional support and group norms for instruction
in elementary schools. The Elementary School Journal, 111(2), 336-357.
Golafshani, N. (2003). Understanding reliability and validity in qualitative research.

The Qualitative Report, 8(4), 597-607.
Gorard, S., & Taylor, C. (2004). Combining methods in educational and social
research Maidenhead: Open University Press.
Graetz, F., Rimmer, M., Lawrence, A., & Smith, A. (2006). Managing
organisational change (2nd ed.). Milton, Qld: John Wiley & Sons.
Grainger, R., & Tolhurst, D. (2005). Organisational factors affecting teachers' use
and perception of information \& communications technology. Paper presented
at the Proceedings of the 2005 South East Asia Regional Computer Science
Confederation (SEARCC) Conference - Volume 46, Sydney, Australia.
Granger, C. A., Morbey, M. L., Lotherington, H., Owston, R. D., & Wideman, H. H.
(2002). Factors contributing to teachers' successful implementation of IT.
Journal of Computer Assisted Learning, 18(4), 480-488.
Gronow, M. (2007). ICT leadership in school education. Retrieved August 26, 2008
from http://www.scribd.com/doc/11002583/ICT-Leadership-in-School-
Education.
Guba, E. G. (1990). The paradigm dialog. Newbury Park, CA: Sage Publications.
260
Gurr, D., Drysdale, L., Swann, R., Doherty, J., Ford, P., & Goode, H. (2005). The
international successful school principalship project (ISSPP): Comparison
across country case studies. Paper presented at the Australian Council for
Educational Leaders National Conference, Gold Coast. Retrieved March 23,
2009, from http://www.aare.edu.au/05pap/gur05254.pdf
Haddad, W. D., & Jurich, S. (2002). ICT for education: Potential and potency. In
Haddad, W. & Drexler, A. (Eds), Technologies for education: Potentials,
parameters, and prospects (pp. 34-37) Washington DC: Academy for
Educational Development and Paris: UNESCO. Retrieved March 20, 2009,
from
http://www.public.iastate.edu/~ilet/reading_groups/Pdf_files/03UNESCO.pdf
Haertel, G., & Means, B. (2000). Stronger designs for research on educational uses
of technology: Conclusions and implications. SRI International: Menlo Park,
CA. Retrieved July 23, 2009, from
https://www.msu.edu/course/cep/807/*cep240studyrefs/beckersynthe1b.pdf
Hall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process.
Albany, NY: State University of New York Press.
Hall, G. E., & Loucks, S. F. (1977). A developmental model for determining whether
the treatment is actually implemented. American Educational Research
Journal, 14(3), 263-276.
Hallinger, P. (2003). Leading educational change: Reflections on the practice of

instructional and transformational leadership. Cambridge Journal of
Education, 33(3), 329-352.
Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school
effectiveness: 1980-1995. School Effectiveness & School Improvement, 9(2),
157-191.
Hargreaves, A. (2005). Sustainable leadership. In B. Davies (Ed.), The essentials of

school leadership. Thousand Oaks, CA: Sage Publications.
Hargreaves, A., & Fink, D. (2003). Sustaining leadership. In B. Davies & J. West-
Burnham (Eds.), Handbook of educational leadership and management (pp.
435-450). London: Pearson Education.
Hayes, D. (2006). Making all the flashy stuff work: the role of the principal in ICT
integration. Cambridge Journal of Education, 36(4), 565-578.
Hepp, P., Hinostroza, J. E., Laval, E., & Rehbein, L. (2004). Technology in schools:
Education, ICT and the knowledge society. Retrieved April 18, 2010, from
http://www.sca2006.tic-
educa.org/archivos/modulo_1/sesion_1/ICT_report_oct04a_Pedro_Hepp.pdf.
Herold, D. M., Fedor, D. B., Caldwell, S., & Liu, Y. (2008). The effects of
transformational and change leadership on employees' commitment to a
change: A multilevel study. Journal of Applied Psychology, 93(2), 346-357.
261
Heward, S., Hutchins, C., & Keleher, H. (2007). Organizational change: Key to
capacity building and effective health promotion. Health Promotion
International, 22(2), 170-180.
Hickson, D. J., & Pugh, D. S. (1995). Management worldwide: The impact of

societal culture on organizations around the globe. NY: Penguin Books.
Hittleman, D. R., & Simon, A. J. (2006). Interpreting educational research: An

introduction for consumers of research Upper Saddle River, NJ: Merrill.
Holbeche, L. (1998). Motivating people in lean organizations .Oxford, Boston:

Butterworth-Heinemann.
Holbeche, L. (2006). Understanding change: Theory, implementation and success.

Burlington, MA: Butterworth-Heinemann.
Holleran, D. J. (1997). Team building in an elementary school: A descriptive case

study (Ed.D.) Virginia Polytechnic Institute and State University, United States
Virginia. Retrieved from
http://gateway.library.qut.edu.au/login?url=http://search.proquest.com/docview
/304372846?accountid=13380. ProQuest Dissertations & Theses (PQDT)
database.
Hollingworth, S., Allen, K., Hutchings, M., Kuyok, K. A., & Williams, K. (2008).
Technology and school improvement: Reducing social inequity with
technology? London: Institute for Policy Studies in Education (IPSE).
Hopkins, D. (2008). Realising the potential of system leadership In B. Pont, D.

Nusche & H. Moorman (Eds.), Improving school leadership: Case studies on
system leadership. Paris: OECD Publications.
Houseman, G. M. (2007). Explaining the discrepancy between principals’ and

teachers’ perceptions of the principal’s leader behavior. Retrieved January 17,
2009, from Dissertation Abstracts International:
http://gateway.library.qut.edu.au/login?url=http://search.ebscohost.com/login.a
spx?direct=true&db=psyh&AN=2008-99071-075&site=ehost-live)
Hoy, W. K., & Brown, B. L. (1988). Leadership behavior of principals and the zone
of acceptance of elementary teachers. Journal of Educational Administration,
26(1), 23-38.
Huckle, J., & Sterling, S. R. (1996). Education for sustainability. London: Earthscan.
Hughes, J. E. (2005). School technology leadership: Theory to practice. Academic

Exchange Quarterly, 9, 51-56. Retrieved January 7, 2009, from
http://www3.nccu.edu.tw/~ihchang/schooltechnologyleadershiptheorytopractic
e.pdf
Huse, M. T. D. (2003). Transformational leadership in the era of change. Retrieved

September 14, 2009, from http://www.dtic.mil/cgi-
bin/GetTRDoc?AD=ADA416126&Location=U2&doc=GetTRDoc.pdf
262
International Bureau of Education. (2011). World Data on Education. Retrieved
September 24, 2011,
from http://unesdoc.unesco.org/images/0021/002114/211441e.pdf
International Society for Technology in Education (ISTE). (2002). National

educational technology standards for administrators. Retrieved November 13,
2008, from http://www.scottmcleod.net/storage/NETS-A.pdf
Iwamura, A., & Jog, V. M. (1991). Innovators, organization structure and

management of the innovation process in the securities industry. Journal of
Product Innovation Management, 8(2), 104-116.
Jegede, P., Dibu-Ojerinde, O., & Ilori, M. (2007). Relationships between ICT
competence and attitude among some Nigerian tertiary institution lecturers.
Educational Research and Review, 2(7), 172-175.
Jellison, J. M. (2006). Managing the dynamics of change: The fastest path to

creating an engaged and productive workplace. New York: McGraw-Hill.
Jin, D. J., & Stough, R. R. (1998). Learning and learning capability in the Fordist and
post-Fordist age: An integrative framework. Environment and Planning A,
30(7), 1255-1278.
Johnson, B., & Christensen, L. (2008). Educational research: Quantitative,

qualitative, and mixed approaches Los Angeles, CA: Sage Publications.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research

paradigm whose time has come. Educational Researcher, 33(7), 14-26.
Jonassen, D. H. (Ed.). (2004). Handbook of research on educational communications

and technology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Jung, D. I., Chow, C., & Wu, A. (2003). The role of transformational leadership in
enhancing organizational innovation: Hypotheses and some preliminary
findings. Leadership Quarterly, 14(4-5), 525-544.
Jung, I. (2001). Issues and challenges of providing online inservice teacher training:
Korea's experience. International Review of Research in Open and Distance
Learning, 2(1), 1-18.
Karal, H., & Çelik, Z. (2010). Designing components of a sample system considering
effect of web-based technologies on meaningful measurement and assessment
practices. Procedia - Social and Behavioral Sciences, 9(0), 908-912.
Katzman, K. (2008). Kuwait: Security, Reform, and US Policy. Retrieved

from http://books.google.com.au/books?hl=en&lr=&id=6xOgCkJMvxoC&oi=f
nd&pg=PA1&dq=Congressional+Research+Service+Katzman,+2009+and+ku
wait&ots=Fivo_qfsJ7&sig=3ocvjqzLDCYsotpvfyBH6lphZgE#v=onepage&q
&f=false
Kaufman, C. C. (1997). Using technology to upgrade the principal's role as

instructional leader. NASSP Bulletin, 81(587), 98-101.
263
Keenan, S., & Rovcanin, L. (2003). Integrating ICT into the second level
mathematics curriculum: An investigation of the obstacles that exist. Retrieved
February 16, 2009, from
http://www.nationalcollegeireland.ie/Research/working_papers/NCIRL-020-
2003.doc
Kelles-Viitanen, A. (2003). The role of ICT in poverty reduction. Retrieved

November 27, 2011,
from http://www.etla.fi/files/895_FES_03_1_role_of_ict.pdf
Kidd, T., & Song, H. (2005). The motivating factors that lead teachers to the success
adoption and implementation of computer and multimedia technology.
Retrieved May 12, 2009, from
http://www.editlib.org/d/21439/proceeding_21439.pdf
Kolmos, A., Rump, C., Ingemarsson, I., Laloux, A., & Vinther, O. (2001).
Organization of staff development - strategies and experiences. European
Journal of Engineering Education, 26(4), 329-342.
Korres, G. M. (2008). Technical change and economic growth: Inside the knowledge
based economy. Retrieved July 22, 2009, from
http://reader.eblib.com.au.ezp01.library.qut.edu.au/Reader.aspx?p=438772&o=
96&u=fsgQN%2FGNgIVdLeIH9%2BSaVg%3D%3D&t=1250579465&h=936
51ce4ec28b0ca73dc07cf331d77ed60dacdc5&s=2220111&ut=245&pg=1&r=i
mg#
Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business School Press.
Kotter, J. P. (2007). Leading change: Why transformation efforts fail. Harvard

Business Review, January 2007, 92-107.
Kouzes, J. M., & Posner, B. Z. (2003). Leadership practices inventory (LPI).

Retrieved May 23, 2009, from from
http://consummatecoaching.com/images/LPI-WB_book.pdf
Kozloski, K. C. (2006). Principal leadership for technology integration: A study of

principal technology leadership (Unpublished PhD thesis) Drexel University,
Pennsylvania.
Kozma, R. (2005). ICT, education reform, and economic growth. Retrieved October
19, 2009, from
http://www.cendoc.colombiadigital.net/cendoc_docs/Doc%2010323%20(ICT,
%20Education%20Reform,and%20Economic%20Growth).pdf
Kozma, R. B. (2008). Comparative analysis of policies for ICT in Education. In J.

Voogt & G. Knezek (Eds.), International handbook of information technology
in primary and secondary education (Vol. 20, pp. 1083-1096). New York:
Springer.
Kramer, W. J., Jenkins, B., & Katz, R. S. (2007). The role of the information and
communications technology sector in expanding economic opportunity.
264
Retrieved September 20, 2009, from http://www.hks.harvard.edu/m-
rcbg/CSRI/publications/report_22_EO%20ICT%20Final.pdf
Kritsonis, A. (2004). Comparison of change theories. International Journal of

Scholarly Academic Intellectual Diversity, 8(1) 1-7.
Kumar, R. (2005). Research methodology: A step-by-step guide for beginners.

Frenchs Forest, NSW: Pearson.
Kvale, S. (1996). Interviews : an introduction to qualitative research interviewing.

Kydd, L., Crawford, M., & Riches, C. (Eds.). (1997). Professional development for
educational management .Buckingham, Bristol: Open University Press.
LaBonte, R. (2005). Leadership and educational technologies: Leading the charge

for e-learning in British Columbia schools. (PhD thesis). The University of
British Columbia, Canada. Retrieved from ProQuest Dissertations and Theses
(AAT NR10524).
Laws, K., & McLeod, R. (2004). Case study and grounded theory: Sharing some
alternative qualitative research methodologies with systems professionals.
Retrieved October 29, 2009, from
http://www.systemdynamics.org/conferences/2004/SDS_2004/PAPERS/220M
CLEO.pdf
Lee, D. (2006). Young digital creators - meaning making through creative learning.
Retrieved November 24, 2008, from
http://portal.unesco.org/culture/fr/files/30170/11414737441Doyun_Lee.pdf/Do
yun%2BLee.pdf
Lee, M., & Winzenried, A. (2009). The use of instructional technology in schools:
Lessons to be learned. Camberwell, VIC: ACER Press
Lee, M., Gaffney, M., & Schiller, J. (2003). Integrating ICT in your school: New
opportunities for leadership. Leading and Managing, 9(2), 201-204.
Leithwood, K. (2004). Educational leadership: A review of the research. Retrieved

December 15, 2008,
from http://www.temple.edu/lss/pdf/ReviewOfTheResearchLeithwood.pdf
Leithwood, K. A., & Riehl, C. (2003). What we know about successful school
leadership. Retrieved March 15, 2009, from National College for School
Leadership: http://www.nationalcharterschools.org/uploads/pdf/resource_2003
0811103226_What%20We%20Know.pdf
Leithwood, K. A., Day, C., Sammons, P., Hopkins, D., & Harris, A. (2006).
Successful school leadership: What it is and how it influences pupil learning.
Retrieved March 26, 2009 from
http://www.nationalcollege.org.uk/docinfo?id=17409&filename=successful-
school-leadership-full-report.pdf
265
Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on
organizational conditions and student engagement with school. Journal of
Educational Administration, 38(2), 112-126.
Leithwood, K., & Jantzi, D. (2005). Transformational leadership. In B. Davies (Ed.),

The essentials of school leadership (pp. 31-40). Thousand Oaks, CA: Sage
Publications.
Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-
scale reform: Effects on students, teachers, and their classroom practices.
School Effectiveness & School Improvement, 17(2), 201-227.
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about
successful school leadership. School Leadership & Management, 28(1), 27-42.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership
influences student learning. Retrieved May 26, 2009 from
http://www.cehd.umn.edu/carei/Leadership/ExecutiveSummary.pdf
Leung, K. P. (2004). Effects of professional development on teachers' integration of

ICT in teaching in Hong Kong (PhD thesis). Queensland University of
Technology. Brisbane.
Leung, K. P., Watters, J. J., & Ginns, I. S. (2005). Enhancing teachers' incorporation
of ICT in classroom teaching. Paper presented at the 9th Annual Global
Chinese Conference on Computers in Education.
Levin, T., & Wadmany, R. (2008). Teachers' views on factors affecting effective
integration of information technology in the classroom: Developmental
scenery. Journal of Technology and Teacher Education, 16(2), 233-263.
Liontos, L. B. (1992). Transformational leadership. Retrieved February 20, 2010,

from http://www.ericdigests.org/1992-2/leadership.htm
Lipscombe, B. (2008). Computer rollout hits problems. Retrieved February 12, 2009,
from http://www.nswtf.org.au/edu_online/112/rollprob.html
Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003).
Designing professional development for teachers of science and mathematics
(2nd ed.). Thousand Oaks, CA: Corwin Press.
Louis, K. S., Mayrowetz, D., Smylie, M., & Murphy, J. (2009). The role of sense
making and trust in developing distributed leadership. In A. Harris (Ed.),
Distributed leadership: Different perspectives. NY: Springer Netherlands.
Lundblad, J. P. (2003). A review and critique of Rogers' diffusion of innovation

theory as it applies to organizations. Organization Development Journal, 21(4),
50-64.
Lunenburg, F. C., & Ornstein., A. C. (1991). Educational administration: Concepts

and practices. Belmont, CA: Wadsworth Pub.
266
Ma, S. P. (2003). How a principal's role influences ICT implementation in a Hong
Kong primary school (doctoral dissertation). Retrieved from HKU Theses
Online (ID b2971785)
May, S. J. (2003). The impact of technology on job effectiveness: Perceptions of

high-school principals (doctoral dissertation). Retrieved from ProQuest
Dissertations and Theses (AAT 3092262)
McBer, H. (2000). The lessons of leadership: A comparison of headteachers in UK

schools and senior executives in private enterprise. Retrieved March 24, 2010
from
http://www.transforminglearning.co.uk/Documents/The_Lessons_of_Leadershi
p.pdf.
McCarney, J. (2004). Effective models of staff development in ICT. European

Journal of Teacher Education, 27(1), 61-72.
McCollum, D. L., Kajs, L. T., & Minter, N. (2006). School administrators’ efficacy:
A model and measure. Education Leadership Review, 7(1), 42-48.
McFarlane, A., & Sakellariou, S. (2002). The role of ICT in science education.
Cambridge Journal of Education, 32(2), 219-232.
Mendez-Morse, S. (1992). Leadership characteristics that facilitate school change.

Retrieved September 20, 2011,
from http://www.sedl.org/change/leadership/character.html
Merriam, S. B. (1998). Qualitative research and case study applications in education

San Francisco, CA: Jossey-Bass Publishers.
Mestry, R., & Naidoo, G. (2009). Budget monitoring and control in South African
township schools: Democratic governance at risk. Educational Management
Administration & Leadership, 37(1), 107-125.
Microsoft Corporation. (2007). Partnership with NTEC, latest initiative to foster

innovation and support the local software industry. Retrieved April 15, 2011,
from http://www.microsoft.com/middleeast/press/presspage.aspx?id=200721
Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: An expanded

sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
Miller, L., Naidoo, M., van Belle, J. P., & Chigona, W. (2006). School-level ICT
adoption factors in the Western Cape schools. Paper presented at the
Technology for Education in Developing Countries, 2006. Fourth IEEE
International Workshop on.
Ministry of Education (2008). The national report development of education in the

state of Kuwait 2004-2008. Paper presented at the 48th session of the
International Conference on Education, Geneva.
267
Ministry of Education . (2002). ICDL decision Retrieved June 12, 2007,
from http://www.moe.edu.kw/schools2/hawally/primaryschools/boys/gmschool
2006/icdl_decesion.htm.
Ministry of Education. (1999). The guideline for academic occupation. Kuwait: The
Government of the State of Kuwait.
Ministry of Education. (2003). General Education Strategy in the State of Kuwait

2005-2025. Kuwait: Ministry of Education.
Ministry of Education. (2007). Education plans. Kuwait: Ministry of Education.
Mohammad, H., Manssour, N. & Wegerif, R. (2011). Kuwait’s future schools:

Teachers’ perspective on ICT integration in classroom practice. In M. Koehler
& P. Mishra (Eds.), Proceedings of Society for Information Technology &
Teacher Education International Conference 2011 (pp. 2598-2603).
Chesapeake, VA: Association for the Advancement of Computing in Education
(AACE).
Morrissey, M. S. (2000). Professional learning communities: An ongoing

exploration. Retrieved June 12, 2011,
from http://www.sedl.org/pubs/change45/plc-ongoing.pdf
Mulford, B. (2003). School leaders: Changing roles and impact on teacher and
school effectiveness. Retrieved April 8, 2009, from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.2769&rep=rep1
&type=pdf
Mumford, M. D., & Licuanan, B. (2004). Leading for innovation: Conclusions,

issues, and directions. Leadership Quarterly, 15(1), 163-171.
Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A.
(2000). Leadership skills for a changing world solving complex social
problems. Leadership Quarterly, 11(1), 11-35.
Mumtaz, S. (2000). Factors affecting teachers' use of information and

communications technology: a review of the literature. Journal of Information
Technology for Teacher Education, 9(3), 319-342.
Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. C. (2006). Learning-centered
leadership: A conceptual foundation. Retrieved June 10, 2009, from
http://www.wallacefoundation.org/wallace/learning.pdf
Nachmias, R., Mioduser, D., Cohen, A., Tubin, D., & Forkosh-Baruch, A. (2004).
Factors involved in the implementation of pedagogical innovations using
technology. Education and Information Technologies, 9(3), 291-308.
Nahavandi, A. (2009). The art and science of leadership (5th ed.). Upper Saddle
River, NJ: Pearson Education, Inc.
268
Numkanisorn, B. N. P. (2004). An Exploration of the Impact of Principal Leadership
Behaviour on School Culture (Unpublished PhD thesis). Australian Catholic
University. Victoria, AUS.
OECD. (2005). Oslo manual: Guidelines for collecting an interpreting innovation

data. Retrieved August 15, 2009,
from http://puck.sourceoecd.org.ezp01.library.qut.edu.au/vl=2454672/cl=11/n
w=1/rpsv/cgi-
bin/fulltextew.pl?prpsv=/ij/oecdthemes/99980134/v2005n18/s1/p1l.idx
Osborne, J., & Hennessy, S. (2003). Literature review in science education and the
role of ICT: Promise, problems and future directions. A Report for NESTA
Futurelab, (6), 1-46.
Otto, T., & Albion, P. (2002). Understanding the role of school leaders in realizing
the potential of ICTs in education. Technology and Teacher Education Annual,
(1), 506-510.
Papert, S. (1980). Mindstorms: Computers, children, and powerful ideas. New York,
NY: Basic Books
Paterson, A. (2007). Costs of information and communication technology in

developing country school systems: The experience of Botswana, Namibia and
Seychelles. International Journal of Education and Development using ICT,
3(4). Retrieved September 21, 2011, from
http://ijedict.dec.uwi.edu/viewarticle.php?id=416&layout=html
Paton, R. A., & McCalman, J. (2008). Change management: A guide to effective

implementation (3rd ed.). London: Sage Publications.
Pearson, J. (2003). Information and communications technologies and teacher

education in Australia. Technology, Pedagogy and Education, 12(1), 39-58.
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from

a worldwide educational assessment. Computers & Education, 37(2), 163-178.
Pendergast, D., & Wilks, J. (2007). Lifelong learning. In N. Bahr & D. Pendergast
(Eds.), The millennial adolescent. Camberwell, VIC: Australian Council for
Educational Research.
Pesavento, L. C., Bator, M. G., & Ross, J.-E. (2001). Staff development practices: Is
your organization "learning" in the 21st century? Parks & Recreation, 36(6),
24-30.
Petit, P. (2002). Accountability in knowledge based economies: A regulationist view

on institutional changes in a Post Fordist Era. Paper presented at the 2002
Conference of the European Association for Evolutionary Political Economy
(EAEPE). Retrieved May 9, 2009, from http://docsrvr.ish-
lyon.cnrs.fr/labo/walras/Objets/New/Colloqueinst/18Petit.pdf
Phillips, P. P., & Stawarski, C. A. (2008). Data collection: Planning for and
collecting all types of data. San Francisco, CA: Pfeiffer.
269
Phillips, S., Renihan, P. J., & Raham, H. (2006). The role of the school principal:
Present status and future challenges in managing effective schools. Kelowna,
BC: Society for the Advancement of Excellence in Education.
Pink, D. H. (2005). A whole new mind: Moving from the information age to the
conceptual age: New York, NY: Riverhead Books.
Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative

research. Journal of Counseling Psychology, 52(2), 137-145.
Portin, B. S., Alejano, C. R., Knapp, M. S., Marzolf, E. (2006). Redefining roles,
responsibilities, and authority of school leaders. Seattle, WA: Center for the
Study of Teaching and Policy, University of Washington.
Powell, M. (2003). Information management for development organisations (2nd

ed.). Oxford: Oxfam GB.
Punie, Y., Zinnbauer, D., & Cabrera, M. (2008). A review of the impact of ICT on
learning. Retrieved April 9, 2009, from the European
Commission: http://ftp.jrc.es/EURdoc/JRC47246.TN.pdf
Rajiv, S. N., & Karuna, J. (2006). A new framework to understand the technological
innovation process. Journal of Intellectual Capital, 7(2), 174-186.
Ramsden, P. (2008). The future of higher education teaching and the student
experience. Retrieved July 26, 2010,
from: http://www.bis.gov.uk/assets/BISCore/corporate/docs/H/he-debate-
ramsden.pdf
Rawlins, R. A. (2008). Total Quality Management (TQM). Central Milton Keynes:

AuthorHouse.
Razik, T. A., & Swanson, A. D. (1995). Fundamental concepts of educational

leadership and management Englewood Cliffs, NJ: Merrill.
Renner, W. (1995). Post-Fordist visions and technological solutions: education

technology and the labour process. Distance Education, 16(2), 284-301.
Rice, R. W., Instone, D., & Adams, J. (1984). Leader sex, leader success, and
leadership process: Two field studies. Journal of Applied Psychology, 69(1),
12.
Ritchie, B. (2006). Lewin's change management model: Understanding the three

stages of change. Retrieved February 7, 2009, from
http://www.consultpivotal.com/lewin's.htm
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
Rudd, P. (2000). School improvement through ICT: limitations and possibilities.

Paper presented at the European Conference on Educational Research (ECER)
Retrieved February 21, 2009, from
http://www.bondid.det.nsw.edu.au/documents/ceo/peter%20rudd%20paper.pdf
270
Salkeld, B. (1982). BBC computer literacy project. Media in Education and
Development, 15(2), 67-70.
Sannino, A. (2010). Teachers' talk of experiencing: Conflict, resistance and agency.

Teaching and Teacher Education, 26(4), 838-844.
Sanson-Fisher, R. W. (2004). Diffusion of innovation theory for clinical change.

Medical Journal of Australia, 180(6), 55-56.
Saunders, A., Brynjolfsson, E., LoBue, A. M., Meyer, D., & Samuel, C. (2007).
Information technology, productivity and innovation: Where are we and where
do we go from here? Unpublished working paper, MIT Sloan School.
Schiller, J. (2002). Interventions by school leaders in effective implementation of

information and communications technology: Perceptions of Australian
principals. Technology, Pedagogy and Education, 11(3), 289-301.
Schiller, J. (2003). Working with ICT: Perceptions of Australian principals. Journal

of Educational Administration, 41(2), 171-185.
Schlueter, K., & Walker, J. (2008). Selection of school leaders: A critical component
for change. NASSP Bulletin, 92(1), 5-18.
Schunk, D. H., Pintrich, P. R., & Meece., J. L. (2008). Motivation in education:

Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson
Education.
Scrimshaw, P. (2004). Enabling teachers to make successful use of ICT. Retrieved

October 28, 2008 from http://partners.becta.org.uk/upload-
dir/downloads/page_documents/research/enablers.pdf
Selinger, M .(2000) Information and communication technology in schools. Imfundo

Knowledge Bank. Retrieved October 25, 2009, from
http://www.mtnforum.org/sites/default/files/pub/1535.pdf
Sergiovanni, T. J. (2007). Rethinking leadership: A collection of articles (2nd ed.).

Thousand Oaks, CA: Corwin Press.
Shields, C. M. (2003). Good intentions are not enough: Transformative leadership

for communities of difference. Lanham, MD: Scarecrow Press.
Siang, L. K. (2002). A seven-year programme to teach maths and science in English.

Retrieved February 18, 2009, from
http://www.limkitsiang.com/archive/2002/dec02/lks2004.htm
Sinclair, J. (Ed.; 2003) Advanced learner's English dictionary (4 ed.). Glasgow, UK:
HarperCollins Publishers.
Smith, A. E., & Humphreys, M. S. (2006). Evaluation of unsupervised semantic

mapping of natural language with Leximancer concept mapping. Behavior
Research Methods, 38(2), 262-279.
271
Strigel, C., Ariunaa, L., & Enkhjargal, S. (2007). Where desert meets technology:
Findings from ICT in education initiatives in rural schools in Mongolia.
Retrieved October 14, 2008, from
http://www.adb.org/Documents/Reports/Consultant/39035-REG/appendix8.pdf
Stronge, J. H., Richard, H. B., & Catano, N. (2008). Qualities of effective principals.
Alexandria, VA: Association for Supervision and Curriculum Development.
Szabo, M. (2002). Educational reform as innovation diffusion: Development of a

theory and test of a model using continuing professional development and
instructional technology. Paper presented at Informing Science. Retrieved
February 20, 2009,
from http://www.quasar.ualberta.ca/IT/research/Szabo/Szabo-Educa.pdf
Tashakkori, A., & Teddlie, C. (2003). Handbook of mixed methods in social &
behavioural research. Thousand Oaks, CA: Sage Publications.
Tearle, P. (2003). ICT implementation: What makes the difference? British Journal
of Educational Technology, 34(5), 567-583.
Tellis, W. (1997). Introduction to case study. The Qualitative Report, 3(2), 1-11.
Templeton, G. F. (2004). Learning maturity: Incorporating technological influences

in individual and organizational learning theory In Jatinder N. D. Gupta & S. k.
Sharma. (Eds.), Creating knowledge based organizations (pp. 248-276).
Hershey, PA: Idea Group Publishing.
Thatchenkery, T., & Stough, R. R. (2005). Information communication technology

and economic development :Learning from the Indian experience.
Northampton, MA: Edward Elgar.
The International Society for Technology in Education. (2009). Technology

leadership standards. Retrieved March 17, 2009,
from http://www.iste.org/Content/NavigationMenu/NETS/ForTechnologyFacil
itatorsandLeaders/Technology_Leadership_Standards.htm
The U.S Office of Personnel Management (OPM; 2006). The executive core
qualifications (ECQs). Retrieved June 30, 2009,
from http://www.opm.gov/ses/recruitment/ecq.asp.
The World Bank. (2008). ICT and Education. Retrieved August 13, 2008,
from http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCA
TION/0,,contentMDK:20264888~menuPK:617610~pagePK:148956~piPK:21
6618~theSitePK:282386,00.html
Tinio, V. L. (2003). ICT in education. Retrieved February 6, 2009, from

http://www.apdip.net/publications/iespprimers/eprimer-edu.pdf
Tirozzi, G. N. (2001). The artistry of leadership: The evolving role of the secondary
school principal. Phi Delta Kappan, 82(6), 434-439.
272
Tlhoaele, M. J. (2005). The engagement of educators with computers during the
uptake of Information and Communication Technology (ICT) (M.Ed.
dissertation). Retrieved UJDigispace.
Tondeur, J., Devos, G., Van Houtte, M., van Braak, J., & Valcke, M. (2009).
Understanding structural and cultural school characteristics in relation to
educational change: The case of ICT integration. Educational Studies, 35(2),
223-235.
Trinidad, S., Newhouse, P., & Clarkson, B. (2006). A framework for leading school
change in using ICT : Measuring change. Paper presented at the Conference of
the Australian Association for Research in Education. Retrieved January 23,
2009, from
http://search.informit.com.au/search;res=AEIPT;search=DN=163469
Trucano, M. (2008). Knowledge maps: ICTs in education. Retrieved January 23,

2009, from
www.infodev.org/files/2907_file_Knowledge_Maps_ICTs_Education_infoDev
.pdf -
United Nations (2007). National profile of the information society in Kuwait.

Economic and Social Commission for Western Asia (ESCWA) Retrieved
August 28, 2010,
from http://isper.escwa.un.org/Portals/0/National%20Profiles/2007/English/Ku
wait-07-E.pdf
United Nations. (2003). National profile for the information society in Kuwait.
Economic and Social Commission for Western Asia (ESCWA) Retrieved
August 24, 2010,
from http://isper.escwa.un.org/Portals/0/National%20Profiles/2005/English/KU
WAIT.pdf
VandenBos, G. R. (Ed.) (2007) APA dictionary of psychology. Washington, DC:

American Psychological Association.
Waldman, D. A., Siegel, D. S., & Javidan, M. (2006). Components of CEO

transformational leadership and corporate social responsibility. Journal of
Management Studies, 43(8), 1703-1725.
Walks, R. A. (2001). The social ecology of the post-Fordist/global city? Economic

restructuring and socio-spatial polarisation in the Toronto urban region. Urban
Studies, 38(3), 407-447.
Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced leadership: What 30
years of research tells us about the effect of leadership on student achievement.
Retrieved February 16, 2010,
fromhttp://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031RR
_BalancedLeadership.pdf
Watson, D. (2006). Understanding the relationship between ICT and education

means exploring innovation and change. Education and Information
Technologies, 11(3), 199-216.
273
Watters, J. J. (2002, July 11-13) Use of on-line resources by teachers of science: An
analysis of Socci market research project data. Paper presented at ACEC 2002:
Australian Computers in Education Conference, Sandy Bay, Hobart, Tasmania.
Watterston, J. (2008, October). Leadership: Nature and Nurture? Paper presented at

the ACEL Conference. Retrieved March 8, 2009, from
http://iloapp.jimwatterston.com/blog/blog?ShowFile&doc=1245305353.pdf
Webber, C. F. (2003). New technologies and educative leadership. Journal of

Educational Administration, 41(2), 119-123.
Wedel, R., Kalischuk, R. G., Patterson, E., & Brown, S. (2007). Turning vision into
reality: Successful integration of primary healthcare in Taber, Canada.
Healthcare Policy, 3(1), 80-95.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion.

Psychological Review, 92(4), 548-573.
Welsh, D. H. B., & Raven, P. (2006). Family business in the Middle East: An
exploratory study of retail management in Kuwait and Lebanon. Family
Business Review, 19(1), 29-48.
West, P. A. (2002). A case study of: The formal mentorships of novice principals in
one school district (Unpublished PhD thesis). Blacksburg, Virginia: Virginia
Polytechnic Institute and State University. Retrieved March 24, 2011,
from http://developer.tower.lib.vt.edu:8080/xmlui/bitstream/handle/123456789
/11102/WestPat.pdf?sequence=1
Wigfield, A., & Eccles, J. S. (2000). Expectancy-Value theory of achievement

motivation. Contemporary Educational Psychology, 25(1), 68-81.
Wilmore, D., & Betz, M. (2000). Information technology and schools: the principal’s
role. Educational Technology & Society, 3(4), 12-19.
Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational

management. Academy of Management Review, 14(3), 361-384.
World Bank. (2004). World Bank development indicators: Annual report.

Washington DC: The World Bank. Retrieved February 19, 2009 from,
http://www
publications.worldbank.org/ecommerce/catalog/product?item_id=631625.
Yee, D. L. (1999). Leading, learning, and thinking with information and
communication technology (ICT): Images of principals' ICT leadership. (PhD
thesis). University of Calgary, Canada. Retrieved ProQuest Dissertations &
Theses (PQDT). (304495047)
Yelland, N. (2001). Teaching and learning with information and communication

technologies (ICT) for numeracy in the early childhood and primary years of
schooling. Retrieved February 27, 2009, from
http://www.dest.gov.au/archive/Research/fellowship/docs/Nicola_Yelland/Yell
and_report.pdf
274
Yin, R. K. (2009). Case study research: design and methods (4th ed.). Thousand
Oaks, CA: Sage Publications.
Yuen, Law, & Wong (2003). ICT implementation and school leadership: Case
studies of ICT integration in teaching and learning. Journal of Educational
Administration, 41(2), 158-170.
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers College Record, 104(3), 482-515.
275
276
Appendices
277
278
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
279
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
Developing Staff
U
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
Building Collaboration
U
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
280
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
281
282
‫‪Appendix B: An Arabic Version of the Survey‬‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﺍﻟﻤﺤﺘﺮﻡ‬ ‫ﺍﻻﺥ‪ /‬ﺍﻟﻤﺸﺎﺭﻙ‬
‫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
‫* ﺗﻌﻠﻴﻤﺎﺕ ‪ :‬ﻫﺬﺍ ﺍﻻﺳﺘﺒﺎﻥ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻗﺴﻤﺎﻥ ﺍﻻﻭﻝ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺜﺎﻧﻲ ﻳﻬﺪﻑ‬ ‫‪U‬‬
‫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 ‪ (2‬ﻣﻮﺍﻓ�ﻖ ‪ (3‬ﻻ ﺍﻋﻠ�ﻢ ‪ (4‬ﻏﻴ�ﺮ ﻣﻮﺍﻓ�ﻖ ‪(5‬‬
‫ﻏﻴ��ﺮ ﻣﻮﺍﻓ��ﻖ ﺑﺸ��ﺪﺓ‪ (1 .‬ﻣﻮﺍﻓ��ﻖ ﺑﺸ��ﺪﺓ ﺗﻌﺒ��ﺮﻋﻦ ﺍﻟﺮﺿ��ﻲ ﻋ��ﻦ ﺍﻻﺩﺍء ﺑﻴﻨﻤ��ﺎ ‪ (5‬ﻏﻴ��ﺮ ﻣﻮﺍﻓ��ﻖ ﺑﺸ��ﺪﺓ ﺗﻌﺒ��ﺮ ﻋ��ﻦ ﻋ��ﺪﻡ‬
‫ﺍﻟﺮﺿﻲ ﺍﻟﻜﺎﻣﻞ ﻋﻦ ﺍﻻﺩﺍء‪.‬‬
‫ﻓ��ﻲ ﺣ��ﻴﻦ ﺃﻥ ﺍﻻﺳ��ﺘﺒﻴﺎﻥ ﻳﺴ��ﺘﻐﺮﻕ ‪ 15-10‬ﺩﻗﻴﻘ��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��ﻠﻮﻙ ﺍﻷﺧﻼﻗ��ﻲ ﻟﻠﻤﺸ��ﺮﻭﻉ ﻳﻤﻜﻨ��ﻚ ﺍﻻﺗﺼ��ﺎﻝ ﻓ��ﻲ ﺟﺎﻣﻌ��ﺔ ﻛﻮﻳﻨﺰﻻﻧ��ﺪ ﻋ��ﻦ ﻃﺮﻳ��ﻖ‬
‫ﺍﻻﺗﺼﺎﻝ‪0061783133215 :‬‬
‫ﺍﻭﻋﻦ ﻃﺮﻳﻖ ﺍﺭﺳﺎﻝ ﺇﻳﻤﻴﻞ ﺇﻟﻲ ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫‪ethicscontact@qut.edu.au‬‬
‫‪U‬‬ ‫‪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.‬‬
‫‪283‬‬
‫ﺍﻟﺠﺰء ﺍﻻﻭﻝ‪ -:‬ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺠﺰء ﺍﻟﻰ ﻣﻌﺮﻓﺔ ﺑﻌﺾ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻟﻚ‪ .‬ﺍﺭﺟﻮ ﺍﻥ ﻳﻜﺘﺐ ﺍﻟﺮﺩ ﺑﺎﻟﻤﻜﺎﻥ‬ ‫‪U‬‬ ‫‪U‬‬
‫ﺍﻟﻤﺨﺼﺺ ﻭﺍﻥ ﻳﺘﻢ ﺗﺤﺪﻳﺪ ﺍﻟﺠﻮﺍﺏ ﺍﻟﻤﻨﺎﺳﺒﻪ ‪) -:‬ﺍﺭﺟﻮ ﺍﻥ ﻳﺘﻢ ﺍﺧﻴﺎﺭ ﺍﻟﺠﻮﺍﺏ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻚ(‬
‫□ ﺍﻧﺜﻲ‬ ‫‪ □ :‬ﺫﻛﺮ‬ ‫ﺍﻟﺠﻨﺲ‬ ‫•‬
‫□ ﺍﻛﺜﺮ ﻣﻦ ‪46‬‬ ‫□ ‪45-31‬‬ ‫‪ □ :‬ﺍﻗﻞ ﻣﻦ ‪30‬‬ ‫ﺍﻟﻌـــــــﻤﺮ‬ ‫•‬
‫□ ﺍﻛﺜﺮ ﻣﻦ ‪21‬‬ ‫□‪20 -11‬‬ ‫ﺍﻟﺨﺒﺮﻩ ﺍﻟﻤﻴﺪﺍﻧﻴﺔ ‪ □ :‬ﺍﻗﻞ ﻣﻦ ‪ 10‬ﺳﻨﻮﺍﺕ‬ ‫•‬
‫ﻣﺎ ﻫﻲ ﺧﻠﻔﻴﺘﻚ ﺍﻻﻛﺎﺩﻳﻤﻴﺔ ‪ □ :‬ﻣﺘﺨﺼﺺ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ □ ﻏﻴﺮ ﻣﺘﺨﺼﺺ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬ ‫•‬
‫□ ﻣﺎﺟﺴﺘﻴﺮ ﺍﻭ ﺩﻛﺘﻮﺭﺍﺓ‬ ‫□ ﺑﻜﺎﻟﻮﺭﻭﻳﺲ‬ ‫ﺍﻟﻤﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ‪ □ :‬ﺩﺑﻠﻮﻡ‬ ‫•‬
‫□ﺍﻛﺜﺮ ﻣﻦ ‪11‬‬ ‫□‪10-5‬‬ ‫ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ □ :‬ﺍﻛﺜﺮ ﻣﻦ ‪ 1‬ﻭﺍﻗﻞ ﻣﻦ ‪4‬‬ ‫•‬
‫ﺩﻭﺭﺓ ﺗﺪﺭﻳﺒﻴﺔ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺍﻻﺳﺌﻠﻪ‬

‫ﺑﺸﺪﺓ‬ ‫ﺑﺸﺪﺓ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫‪ .1‬ﻳﺸﺠﻊ ﻣﺪﻳﺮﺍﻟﻤﺪﺭﺳﺔ ﺛﻘﺎﻓﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻌﺎﻭﻧﻲ‬
‫ﺑﺸﺪﺓ‬ ‫ﺑﺎﻟﻤﺪﺭﺳﺔ )ﺍﻟﺘﺸﺎﺭﻛﻴﺔ(‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫‪ .2‬ﻳﻨﺴﻖ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻣﺎ ﺑﻴﻦ ﺟﻬﻮﺩ ﺍﻟﻤﺘﻌﻠﻘﻪ‬
‫ﺑﺸﺪﺓ‬ ‫ﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﺼﻴﺎﻧﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫‪ .3‬ﻳﺴﺎﻋﺪ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻓﻲ ﺗﻮﺿﻴﺢ ﺍﻻﺳﺒﺎﺏ‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﺪﺍﻋﻴﻪ ﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫‪ .4‬ﻳﺴﺘﻄﻴﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻭﺳﺎﺋﻞ‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺑﺸﻜﻞ‬
‫ﺟﻴﺪ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫‪ .5‬ﻳﻨﻈﻢ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻤﻠﻴﺎﺕ ﺻﻴﺎﻧﺔ ﺍﻟﺒﻨﻴﺔ‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻻﺳﺎﺳﻴﺔ ﺍﻟﻤﻄﻠﻮﺏ ﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﻪ‬
‫ﺑﺎﻟﻤﺪﺭﺳﺔ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫‪ -8 .6‬ﻳﻮﺿﺢ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻫﻤﻴﺔ ﺍﻳﻤﺎﻥ‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﺑﺎﻻﻫﺪﺍﻑ ﺍﻟﻤﺘﻌﻠﻘﻪ ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﻟﻤﺪﺭﺳﺔ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫‪ .7‬ﻳﺸﺮﻙ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻣﻌﻪ ﻓﻲ‬
‫ﺑﺸﺪﺓ‬ ‫ﺻﻴﺎﻏﺔ ﺭﺅﻳﺔ ﻣﺸﺘﺮﻛﻪ ﺗﺘﻌﻠﻖ ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﻻﺗﺼﺎﻻﺕ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫‪ .8‬ﻳﺴﺎﻋﺪ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻓﻲ ﺗﻌﺰﻳﺰ ﻣﺼﺎﺩﺭ‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻘﻮﺓ ﻟﺪﻱ ﺍﻟﻤﻌﺎﻣﻠﻴﻦ ﻭﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ ﻧﻘﺎﻁ‬
‫ﺍﻟﻀﻌﻒ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫‪ .9‬ﻳﺸﺮﻑ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻻﺩﺍﺭﻳﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ‪.‬‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫‪ .10‬ﻳﻀﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺗﻮﻗﻌﺎﺕ ﻋﺎﻟﻴﺔ ﻭ ﻣﺘﻤﻴﺰﻩ‬
‫ﺑﺸﺪﺓ‬ ‫ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻓﻲ ﺣﺎﻟﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫‪284‬‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﺮﻓﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻣﺴﺘﻮﻱ ﻣﻌﻨﻮﻳﺎﺕ‬ ‫‪.11‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺭﻏﺒﺎﺗﻬﻢ ﻓﻲ ﺍﻟﻨﺠﺎﺡ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﻮﺿﺢ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﻤﺰﺍﻳﺎ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺘﻲ‬ ‫‪.12‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺳﻮﻑ ﻳﺤﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻟﻤﻌﻠﻢ ﻋﻨﺪ ﺗﺤﻘﻴﻖ‬
‫ﺍﻻﻫﺪﺍﻑ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﻘﻴﻴﻢ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻤﺘﻌﻠﻘﻪ‬ ‫‪.13‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﺴﺘﻄﻴﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺭﺑﻂ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ‬ ‫‪.14‬‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﻄﺮﻕ‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﺘﻲ ﻳﻘﺪﻣﻬﺎ‬
‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﺮﻓﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﺭﺍﺩﺓ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻟﻠﻌﻤﻞ‬ ‫‪.15‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺑﺸﻜﻞ ﻣﻀﺎﻋﻒ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﺘﺒﻨﻲ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﺳﺎﻟﻴﺐ ﺗﺤﻔﻴﺰﻳﺔ‬ ‫‪.16‬‬
‫ﺑﺸﺪﺓ‬ ‫ﻭﺗﺸﺠﻴﻌﻴﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ‪.‬‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﺴﺘﻄﻴﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺻﻴﺎﻏﺔ ﺳﻴﺎﺳﺔ‬ ‫‪.17‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺗﻄﻮﻳﺮﻳﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﺴﺘﺪﺍﻣﻪ ﻣﻦ ﺍﺟﻞ ﺗﺸﺠﻴﻊ‬
‫ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﻤﺴﺘﻤﺮ ﺑﺎﻟﻤﺪﺭﺳﺔ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﻤﺜﻞ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻧﻤﻮﺫﺝ ﻳﻘﺘﺪﻱ ﺑﻪ ﻣﻦ‬ ‫‪.18‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺧﻼﻝ ﻣﻤﺎﺭﺳﺘﻪ ﻟﻠﺘﻐﻴﻴﺮ ﺑﺴﻠﻮﻛﻪ ﺍﻟﺸﺨﺼﻲ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﺘﻌﺮﻑ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺍﺣﺘﻴﺎﺟﺎﺕ‬ ‫‪.19‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻌﺎﻣﻠﻴﻦ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻤﺘﻌﻠﻘﻪ ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﻌﻤﻞ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺭﺳﻢ ﺍﺗﻔﺎﻕ ﻣﺸﺘﺮﻙ‬ ‫‪.20‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺣﻮﻝ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺨﺎﺻﻪ ﺑﺎﻫﺪﺍﻑ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﻴﻦ ﻓﺮﻳﻖ‬
‫ﺍﻟﻌﻤﻞ ﺍﻟﻤﺪﺭﺳﻲ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﺸﺮﻑ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬ ‫‪.21‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﻪ ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﻌﺒﺮ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻦ ﺍﻟﺮﺿﻲ ﻓﻲ ﺣﺎﻟﺔ ﻣﺎ‬ ‫‪.22‬‬
‫ﺑﺸﺪﺓ‬ ‫ﻗﻤﺖ ﺑﺎﻧﺠﺎﺯ ﻣﺎﻫﻮ ﻣﻄﻠﻮﺏ ﻣﻨﻲ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﺜﻴﺮ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺭﻭﺡ ﺍﻟﺘﺤﺪﻱ ﻟﺪﻱ‬ ‫‪.23‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﻟﺘﻌﻠﻢ ﺍﺷﻴﺎء ﺟﺪﻳﺪﺓ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﻮﻓﺮ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﺘﻌﻠﻤﻴﺎﺕ )ﻣﺜﻼ‬ ‫‪.24‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﺘﻮﻗﻴﺖ‪ ,‬ﻭﺍﻟﺨﻄﻂ ﺍﻟﻌﻤﻠﻴﺔ( ﺍﻟﻤﺮﺗﺒﻄﺔ ﻓﻲ‬
‫ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﺘﻌﺮﻑ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻲ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻨﺎﺗﺠﺔ‬ ‫‪.25‬‬
‫ﺑﺸﺪﺓ‬ ‫ﻋﻦ ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﻟﻤﺪﺭﺳﺔ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﻮﻓﺮ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺣﻠﻮﻻً ﻣﻤﻜﻨﺔ ﻟﻠﻤﺸﻜﻼﺕ‬ ‫‪.26‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﻟﻤﺪﺭﺳﺔ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﻨﻈﻢ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻣﺼﺎﺩﺭ ﺍﻟﻤﺪﺭﺳﺔ‬ ‫‪.27‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺑﺎﻟﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻟﺤﺎﺟﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﺸﺠﻊ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻔﻌﺎﻝ‬ ‫‪.28‬‬
‫ﺑﺸﺪﺓ‬ ‫ﻣﻊ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺪﺭﺳﻲ )ﺍﻟﻤﺪﺍﺭﺱ ﺍﻷﺧﺮﻯ(‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﻮﺟﻪ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻭﺟﺔ ﺻﺮﻑ ﻣﻴﺰﺍﻧﻴﺔ‬ ‫‪.29‬‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻤﺪﺭﺳﺔ ﺑﻔﻌﺎﻟﻴﻪ‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻳﺘﺤﺪﺙ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺑﺤﻤﺎﺱ ﻋﻦ ﻣﺎ ﻳﺠﺐ‬ ‫‪.30‬‬
‫ﻏﻴﺮ ﻣﻮﺍﻓﻖ‬ ‫ﻋﻤﻠﻪ ﻭﺍﻧﺠﺎﺯﻩ ﺣﺘﻲ ﺍﺣﻘﻖ ﺍﻻﻫﺪﺍﻑ ﺍﻟﻤﺮﺟﻮﺓ‬
‫ﺑﺸﺪﺓ‬ ‫ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫‪285‬‬
‫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 ‪ (3‬ﻻ ﺍﻋﻠﻢ ‪ (4‬ﻏﻴﺮ ﻣﻮﺍﻓﻖ ‪ (5‬ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‪ (1 .‬ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﺗﻌﺒﺮﻋﻦ ﺍﻟﺮﺿﻲ ﻋﻦ ﺍﻻﺩﺍء ﺑﻴﻨﻤﺎ ‪(5‬‬
‫‪.‬ﻏﻴﺮ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﺗﻌﺒﺮ ﻋﻦ ﻋﺪﻡ ﺍﻟﺮﺿﻲ ﺍﻟﻜﺎﻣﻞ ﻋﻦ ﺍﻻﺩﺍء‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺍﻟﺴﺆﺍﻝ‬

‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺑﺸﺪﺓ‬
‫ﺑﺸﺪﺓ‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺍﻣﻠﻚ ﺍﻟﻤﻌﺮﻓﻪ ﺑﺎﻟﻤﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﻘﻨﻴﺔ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫‪.1‬‬
‫ﺑﺸﺪﺓ‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺳﺎﺳﻴﺔ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﺐ ﺍﻵﻟﻲ‬ ‫‪.2‬‬
‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺑﺸﺪﺓ‬ ‫ﻭﺇﺩﺍﺭﺓ ﺍﻟﻤﻠﻔﺎﺕ‬
‫ﺑﺸﺪﺓ‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﻣﻌﺎﻟﺞ ﺍﻟﻨﺼﻮﺹ‬ ‫‪.3‬‬
‫ﺑﺸﺪﺓ‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻻﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪.4‬‬
‫ﺑﺸﺪﺓ‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﺮﻭﺽ ﺍﻟﺘﻘﺪﻳﻤﻴﺔ‬ ‫‪.5‬‬
‫ﺑﺸﺪﺓ‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻻﻧﺘﺮﻧﺖ ﻭﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ‬ ‫‪.6‬‬
‫ﺑﺸﺪﺓ‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺍﻣﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻣﻦ ﺍﺟﻞ ﺗﻮﻇﻴﻒ‬ ‫‪.7‬‬
‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺑﺸﺪﺓ‬ ‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻓﻲ ﺍﻋﻤﺎﻟﻲ ﺍﻟﻴﻮﻣﻴﺔ‬
‫ﺑﺸﺪﺓ‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫‪ -‬ﻟﺪﻱ ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻓﻲ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬ ‫‪.8‬‬
‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺑﺸﺪﺓ‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺃﺣﻘﻖ ﻧﺠﺎﺡ ﻓﻲ ﺍﺩﺧﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫‪.9‬‬
‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺑﺸﺪﺓ‬ ‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻧﺸﻄﺘﻪ ﻟﻐﺮﻓﺔ ﺍﻟﺼﻒ ﻳﻮﻣﻴﺎً‬
‫ﺑﺸﺪﺓ‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫‪ - .10‬ﺣﺼﻠﺖ ﻋﻠﻰ ﻓﺮﺻﺔ ﻛﺎﻓﻴﺔ ﻟﻤﻤﺎﺭﺳﺔ ﻭﺗﺤﺪﻳﺪ‬
‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺑﺸﺪﺓ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫‪ .11‬ﺣﺼﻠﺖ ﻋﻠﻰ ﺍﻟﻤﺼﺎﺩﺭﺓ ) ﺗﺪﺭﻳﺐ ‪ /‬ﺍﻻﺩﻭﺍﺕ ( ﺍﻟﺘﻲ‬
‫ﻣﻮﺍﻓﻖ‬ ‫ﻣﻮﺍﻓﻖ‬ ‫ﺑﺸﺪﺓ‬ ‫ﺍﺣﺘﺎﺟﻬﺎ ﻟﺘﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺑﺸﺪﺓ‬ ‫ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫ﺷﻜﺮﺍ ﻟﻚ ﻋﻠﻰ ﺗﻌﺎﻭﻧﻚ‬
‫‪286‬‬
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
287
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?
288
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?
289
290
Appendix D: A Protocol of Focus Group Interview for Teachers:
Section one:
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
291
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?
292
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?
293
294
Appendix E: A Protocol of Focus Group Interview for School Students:
Section one:
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.
295
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.
296
Appendix F: A Protocol of Observation
Observation Note
Time:
Date:
Place:
Description:
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Action Descriptive comment
297
298
Appendix G : An Arabic Version of School A Documents Cited
299
300
301
302
303
304
Appendix H: School A Interview and Questionnaire Citations of The School
Principal
P/A: we have rules when managing the school ‫ﺩﺍﺋﻤﺎ ﺃﺣﺜﻬﻢ ﻟﻠﻌﻤﻞ ﻛﻞ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻣﻦ ﻛﻞ‬.. ‫ﺩﺍﺋﻤﺎ ﺩﺍﺋﻤﺎ‬:‫ﺍﻟﻤﺪﻳﺮ‬
budget; these rules were developed by the ‫ ﻭﺩﺍﺋﻤﺎ ﺍﻧﺎﻗﺸﻬﻢ ﻭﺍﻧﺼﺤﻬﻢ ﺑﺎﻫﻤﻴﺔ‬. ‫ﺍﻻﻗﺴﺎﻡ ﺍﺣﺜﻬﻢ ﻟﻠﻌﻤﻞ ﻣﻊ ﺑﻌﺾ‬
Ministry which posed more troubles…In general, ‫ﺑﻨﺎء ﻋﻼﻗﺎﺕ ﻓﻌﺎﻟﻪ ﺑﻴﻦ ﺍﻻﻗﺴﺎﻡ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺩﺍﺋﻤﺎ ﺍﺩﻓﻊ ﺑﺎﻟﻤﻌﻠﻤﻴﻦ‬
I managed the budget with respect to the teachers ‫ﻟﻠﻌﻤﻞ ﻣﻊ ﺑﻌﺾ ﻭﺍﻟﻌﻤﻞ ﻛﻔﺮﻳﻖ ﻋﻤﻞ ﻭﺍﺣﺪ ﻓﻲ ﺗﻨﻈﻴﻢ ﺑﻌﺾ‬
and school general improvement needs. (Lines: ‫ ﻭﺑﺨﺼﻮﺹ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻧﻌﻢ ﻫﻮ‬.‫ﺍﻟﻤﻨﺎﺳﺒﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ‬
242- 247.P/A)...I managed to purchase ten ..‫ﻣﺘﻌﺎﻭﻥ ﻭﺩﺍﺋﻤﺎ ﺍﺣﺜﻬﻢ ﺍﻟﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﻛﻞ ﺍﻻﻗﺴﺎﻡ‬
computers for the school. The fund was donated ‫ ﺗﻌﺎﻝ‬, ‫ ﻳﻌﻨﻲ ﺧﺮﺏ ﺍﻟﺠﻬﺎﺯ‬..‫ ﺯﻳﻦ‬..‫ﻭﺧﺎﺻﺔ ﺇﺫﺍ ﻛﺎﻥ ﻋﻨﺪﻫﻢ ﻣﺸﺎﻛﻞ‬
by a donor “a parent of student”…this action is ‫ ﺷﺮﻳﻨﺎ‬.. ‫ ﺯﻳﻦ‬,‫ﺗﻌﺎﻝ ﻓﻲ ﻋﻨﺪﻱ ﻣﺸﻜﻠﺔ ﻓﻴﺮﻭﺱ‬, ‫ﺍﺷﺒﻚ ﻟﻲ ﻃﺎﺑﻌﺔ‬
not allowed according to Ministry rules. ‫ ﻧﻘﻄﺔ ﻓﻲ‬, ‫ ﺧﺮﺏ ﺍﻟﺠﻬﺎﺯ ﻭﻳﺼﻠﺤﻮﻧﻪ‬, ‫ﻃﺎﺑﻌﺔ ﺟﺪﻳﺪﺓ ﺗﻌﺎﻝ ﻋﺮﻓﻬﺎ‬
However, providing these computers was vital ‫ ﺃﻣﺎ ﻟﻤﺎ ﺗﻘﻮﻝ ﻟﻲ ﻫﻞ ﺍﻧﺖ ﺗﻜﺜﺮ‬.. ‫ﺍﻟﺸﺒﻜﺔ ﻓﻲ ﺷﻲء ﻣﻌﻴﻦ ﻳﺼﻠﺤﻮﻧﻪ‬
for the whole school, so I took this step and I am ‫ ﻭ ﺩﺍﻳﻤﺎ ﻧﻌﻤﻞ‬,‫ ﻫﻞ ﺳﻮﻳﺖ ﻟﻬﻢ ﺩﻭﺭﺍﺕ؟ ﺍﺟﻴﺒﻚ ﻧﻌﻢ‬.. ‫ﻣﻦ ﺍﻟﺪﻭﺭﺍﺕ‬
fully aware of the responsibilities (Lines: 251- ‫ﻭﺭﺵ ﻋﻤﻞ ﻟﺘﻼﻓﻲ ﺍﻟﻘﺼﻮﺭ ﻭﺗﻄﻮﺭ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭ ﺣﺎﻁ ﺧﻄﺔ ﻭ ﺩﺍﻳﻤﺎ‬
253.P/A) ‫ ﺍﺷﺘﺮﻱ ﻋﺸﺮﺓ‬...(Lines: 242- 247.P/A)‫ﺑﺸﻜﻞ ﻳﻌﻨﻲ ﻣﻨﻬﺠﻲ‬
‫ ﻋﻠﻤﺎ ﺍﻥ ﺍﻟﻮﺯﺍﺭﺓ ﺗﻤﻨﻊ ﻭﻟﻜﻦ ﺗﻮﻓﻴﺮ‬.‫ﺃﺟﻬﺰﺓ ﻭﻫﺬﺍ ﻣﺎ ﻓﻌﻠﺘﻪ ﺳﺎﺑﻘﺎ‬
‫ﻫﺬﻩ ﺍﻻﺟﻬﺰﺓ ﺍﻣﺮ ﺣﻴﻮﻱ ﻟﻠﻤﺪﺭﺳﺔ ﻭﺍﻗﺪﻣﺖ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺨﻄﻮﺓ‬
‫ﻭﺍﺗﺤﻤﻞ ﻣﺴﺆﻭﻟﻴﺘﻬﺎ ﻋﻠﻤﺎ ﺍﻥ ﺍﻟﻤﺒﻠﻎ ﺗﻢ ﺗﻮﻓﻴﺮﻩ ﻣﻦ ﻗﺒﻞ ﻣﺘﺒﺮﻉ ﺟﺰﺍﺓ‬
(Lines: 251-253.P/A)‫ﺍﷲ ﺧﻴﺮ‬
P/A: It is well known that such operations carried ‫ ﻣﻦ ﺍﻟﻤﻌﺮﻭﻑ ﺍﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺗﻘﻮﻡ ﺑﻬﺎ ﻭﺯﺍﺭﺓ‬:‫ﺍﻟﻤﺪﻳﺮ‬
out by the Ministry of Education representative, ‫ﺍﻟﺘﺮﺑﻴﺔ ﻣﻤﺜﻠﻪ ﺑﺎﺩﺍﺭﺓ ﺍﻟﻤﻨﺸﺎءﺍﺕ ﻭﺍﻗﺴﺎﻡ ﺍﻟﺼﻴﺎﻧﺔ ﺑﺎﻟﻤﻨﺎﻃﻖ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
the management of buildings and maintenance ‫ﻭﻧﺤﻦ ﺑﺎﺩﺍﺭﺍﺕ ﺍﻟﻤﺪﺭﺳﻴﺔ ﻧﻠﺘﺰﻡ ﺑﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﺿﺤﻪ ﺑﻬﺬﺍ ﺍﻟﺼﺪﺩ‬
areas which has a section in each district...we are ‫ﻭﻟﻜﻦ ﻫﻞ ﺗﻘﻮﻡ ﺍﻟﻮﺯﺍﺭﺓ ﺑﺪﻭﺭﻫﺎ ﺍﻟﻤﻄﻠﻮﺏ؟ ﺑﻜﻞ ﺛﻘﺔ ﺍﺧﺒﺮﻙ ﺑﺎﻥ‬
committed to clear instructions in this regard, but ‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺼﻴﺎﻧﺔ ﻟﺪﻳﻨﺎ ﻫﻨﺎ ﺑﺎﻟﻤﻨﻄﻘﺔ ﺑﻄﻴﺌﻪ ﺟﺪﺍ ﻭﻧﻌﺎﻧﻲ ﻣﻦ‬
are the Ministry’s departments taking their roles? ‫ﺗﻌﻘﻴﺪﺍﺕ ﺑﻴﺮﻭﻗﺮﺍﻃﻴﺔ ﻣﻤﻠﻪ ﻭﻓﻲ ﺑﻌﺾ ﺍﻻﺣﻴﺎﻥ ﻧﻘﻮﻡ ﻧﺤﻦ ﺑﺎﻋﻤﺎﻝ‬
Tell you with confidence that the operations (A/P/Q)‫ﺍﻟﺼﻴﺎﻧﺔ ﺍﻟﺪﻭﺭﻳﻪ ﻭﻓﻖ ﺍﻣﻜﺎﻧﻴﺎﺗﻨﺎ ﺍﻟﻤﺘﺎﺣﺔ‬
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)
P/B: the school vision is linked to the Ministry of ‫ ﻫﺬﺍ‬,‫ ﺍﻟﺮﺅﻳﺔ ﺍﻟﻤﺪﺭﺳﻴﺔ ﺗﻜﻮﻥ ﻣﺮﺗﺒﻄﺔ ﺑﺮﺅﻳﺔ ﻭﺯﺍﺅﺓ ﺍﻟﺘﺮﺑﻴﺔ‬:‫ﺍﻟﻤﺪﻳﺮ‬
Education vision; this was strategically planning, ‫ ﻓﻼﺯﻡ ﻧﺤﺪﺩ‬.‫ﻳﻮﺟﺪ ﺑﺎﻟﺘﺨﻄﻴﻂ ﺍﻻﺳﺘﺮﺍﺗﺠﻲ ﺍﻟﺬﻱ ﺍﺣﻨﺎ ﻧﻌﺪﻩ ﺍﻻﻥ‬
which we are preparing now. So it is important to ‫ﺍﻟﺮﺅﻳﺔ ﻭﻣﻦ ﺛﻢ ﻧﺤﺪﺩ ﺍﻟﺮﺳﺎﻟﻪ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺬﻱ ﺭﺍﺡ ﻧﺘﺒﻌﻬﺎ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ‬
define the vision and then define the message and ‫ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ﻧﺎﺧﺬ ﻣﻨﻪ ﻛﻢ ﻗﻴﻤﻪ ﺧﻤﺲ ﻗﻴﻢ ﺍﻭ ﺳﺖ ﻭ ﺍﻋﻄﻲ‬
values, which will be followed throughout the ‫ﺍﻟﺮﺅﻳﺔ ﻭ ﺍﻟﻘﻴﻢ ﻭﺍﻟﺮﺳﺎﻟﻪ ﻟﻼﻗﺴﺎﻡ ﻭﻳﻌﺪ ﻟﻲ ﺧﻄﺔ ﻋﻤﻞ ﻟﻠﻌﺎﻡ‬
school year...I give the vision, the message and ‫ﺍﻟﺪﺭﺍﺳﻲ ﻭﻃﺒﻌﺎً ﺗﻜﻮﻥ ﺷﺎﻣﻠﻪ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺪﺍﺧﻠﻲ ﻭﺍﻟﺨﺎﺭﺟﻲ ﻭﺷﺎﻣﻠﻪ‬
the values to heads of departments to plan actions ‫ﻟﻠﻤﻨﻬﺞ ﻭﺍﻟﻄﺎﻟﺐ ﻭﺍﻟﻤﻌﻠﻢ ﻭﺍﻻﻗﺴﺎﻡ ﻭﺷﺎﻣﻞ ﻟﻠﺘﻤﻨﺌﻪ ﺍﻟﻤﻬﻨﻴﻪ ﻭﻣﻦ ﻫﺬﺍ‬
for each department. Then I upgrade the vision to ‫ﺍﻟﺒﺎﺏ ﻳﻜﻮﻥ ﺍﻧﺖ ﺍﺩﺧﻠﺖ ﺟﻤﻴﻊ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻻﻗﺴﺎﻡ ﻓﻲ ﻣﻮﺿﻮﻉ‬
whole school in conjunction with all department ‫ ﻃﺒﻌﺎً ﻻﺯﻡ ﻳﻜﻮﻥ ﻣﻦ ﺿﻤﻦ ﻫﺬﻩ‬. ‫ﺍﻟﺨﻄﺔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﻪ ﻟﻠﻤﺪﺭﺳﻪ‬
action plans. The vision must be for internal and (Lines: 292-‫ﺍﻟﻘﻴﻢ ﻣﺎ ﻳﻔﻴﺪ ﺗﺸﺠﻴﻊ ﺍﻟﺠﺎﻧﺐ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‬
external societies, including the curriculum, 297.P/A)
student and teachers. (Lines: 292-297.P/A)
P/A: I discuss with teachers around the benefits ‫ﻭﻫﺬﻩ ﻫﻲ ﺍﻻﻣﻮﺭ ﺍﻟﺘﻲ ﺩﺍﺋﻤﺎ ﺍﺗﻨﺎﻗﺶ ﻣﻊ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺣﻮﻟﻬﺎ‬..:‫ﺍﻟﻤﺪﻳﺮ‬
of ICT in teaching...I remind teachers about the ‫ﻭﺍﺫﻛﺮﻫﻢ ﺑﺎﻫﻤﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻻﺭﺿﺎء ﺍﻟﻄﻼﺏ ﻭﺍﺭﺿﺎء ﺗﻄﻠﻌﺎﺗﻬﻢ‬
importance of ICT to satisfy students and satisfy ‫ﻭﺍﺫﻛﺮﻫﻢ ﺑﺎﻫﻤﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﺤﻴﺎﺓ ﻭﺍﻟﺪﻭﺭ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺬﻱ ﺳﻮﻑ‬
their aspirations, I remind teachers of the key role ‫ﺗﻠﻌﺒﻪ ﺑﻤﺴﺘﻘﺒﻞ ﺍﻟﻄﻼﺏ ﻭﻣﺴﺘﻘﺒﻞ ﺍﻟﻮﻃﻦ ﻭﺩﺍﺋﻤﺎ ﺍﺧﺒﺮﻫﻢ ﺑﺎﻥ‬
that ICT will play in future of the students and ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﻴﺲ ﺧﻴﺎﺭ ﺛﺎﻧﻮﻱ ﻭﻟﻜﻨﻬﺎ ﺧﻴﺎﺭ ﺍﻭﻟﻲ ﻣﻬﻤﻪ ﻟﻼﺟﻴﺎﻝ‬
the future of the country. I always tell them that (Lines: ‫ﺍﻟﻘﺎﺩﻣﺔ ﻭﻟﻼﻗﺘﺼﺎﺩ ﻭﻟﻠﺒﺸﺮﻳﺔ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﻌﻤﻮﻡ‬
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).
P/A: It’s done when all staff got involved, this ‫ ﻭﻫﺬﺍ ﻻ ﻳﺘﻢ ﺍﻻ ﻣﻦ ﺧﻼﻝ‬. ‫ ﺍﺫﺍ ﻛﻞ ﻭﺍﺣﺪ ﺣﻂ ﺍﻳﺪﻩ ﻓﻲ ﺍﻳﺪﻱ‬:‫ﺍﻟﻤﺪﻳﺮ‬
can be only achieved through creating harmony ‫ﺧﻠﻖ ﺍﻧﺴﺠﺎﻡ ﺑﺎﻻﺭﺍء ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻻﻧﺴﺠﺎﻡ ﻳﺤﺘﺎﺝ ﻧﻘﺎﺵ ﻭﺗﺒﺎﺩﻝ‬
in teachers’ opinions, and harmony required ‫ﺍﻓﻜﺎﺭ ﻭﻃﺮﺡ ﻛﻞ ﺷﻲء ﻣﻦ ﺍﻟﻔﻮﺍﺋﺪ ﻭﺍﻟﻤﻀﺎﺭ ﻭﺍﻻﻣﻜﺎﻧﻴﺎﺕ ﻭ ﺍﻟﺪﻋﻢ‬
305
‫‪discussion and exchange of ideas and put‬‬ ‫ﺍﻟﻤﺘﻮﻓﺮ ﺑﻄﺮﻳﻘﺔ ﺍﺧﺮﻯ ﻫﺬﺍ ﺍﻻﻧﺴﺠﺎﻡ ﻳﺤﺘﺎﺝ ﻧﻘﺎﺵ ﻣﺘﻮﺳﻊ ﻭﺍﺭﺍء‬
‫‪everything from the pros and cons and the‬‬ ‫ﻭﺍﺳﺌﻠﺔ ﻳﺠﺎﺏ ﻋﻠﻴﻬﺎ ﻭﻋﺰﻳﻤﺔ ﺫﺍﺗﻴﺔ ﻣﻦ ﺟﻤﻴﻊ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻭﻫﺬﺍ ﷲ‬
‫‪possibilities and the support available. In another‬‬ ‫ﺍﻟﺤﻤﺪ ﻣﺎ ﺍﻗﻮﻡ ﺑﻪ ﻟﺨﻠﻖ ﻫﺬﺍ ﺍﻻﻧﺴﺠﺎﻡ‪(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
‫‪P/A: Encouragement was the most influential‬‬ ‫ﺍﻟﻤﺪﻳﺮ ‪ :‬ﺍﻟﺘﺸﺠﻴﻊ ﺍﻣﺮ ﻣﻬﻢ ﻭﻣﻤﺎﺭﺳﺔ ﻓﻌﺎﻟﻪ)‪...(Lines: 55. P/A‬‬
‫‪factor to increase the ICT uptake rate. (Lines: 55.‬‬ ‫‪...‬ﺇﻟﻰ ﺍﻵﻥ‪.‬ﺇﻟﻰ ﺃﻣﺲ ‪ ..‬ﺑﻴﻨﻲ ﻭﺑﻴﻨﻚ ﺃﻧﺎ ﻳﻌﻨﻲ ﻓﻲ ﻗﺮﺍﺭﺓ ﻧﻔﺴﻲ‬
‫‪P/A)...I advised all teachers that my assessment‬‬ ‫ﺍﻟﻤﺪﺭﺱ ‪ -‬ﺧﺎﺻﺔ ﺍﻟﺤﻴﻦ ﺻﺎﺭ ﻟﻬﻢ ﺛﻼﺙ ﺳﻨﻴﻦ ﺣﻄﻮﺍ ﺃﻋﻤﺎﻝ‬
‫‪will be based on the extent of ICT embedding in‬‬ ‫ﻣﻤﺘﺎﺯﺓ ﻭﺭﺑﻄﻮﺍ ﻫﺬﻩ ﺍﻟﻤﻜﺎﻓﺎﺓ ﺑﺘﻘﻴﻢ ﺍﻻﺩﺍء ﺍﻟﺴﻨﻮﻱ ﻟﻠﻤﻌﻠﻢ ﻭﺍﻧﺎ‬
‫‪teaching (Lines: 59-63. P/A)...many teachers‬‬ ‫ﻛﻤﺪﻳﺮ ﻣﺪﺭﺳﺔ ﺍﻣﻠﻚ ‪ %50‬ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺘﻘﻴﻴﻢ –ﺍﻟﻠﻲ ﻣﺎ ﻳﻘﺪﻡ ﻟﻲ‬
‫‪approached me last year and asked me about the‬‬ ‫ﺷﻲء ﻣﻌﻠﻢ ﺗﻜﻨﻮﻟﻮﺟﻲ ﻣﺎ ﺃﻋﻄﻴﻪ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺘﻲ ﻳﺴﺘﺤﻖ ﻓﻴﻬﺎ ﺃﻋﻤﺎﻝ‬
‫‪reason that why they were excluded of the‬‬ ‫ﻣﻤﺘﺎﺯﺓ ‪..‬ﻗﺪ ﻳﺤﺼﻞ ﻋﻠﻰ ﺍﻣﺘﻴﺎﺯ ‪ 90‬ﺍﻭ ‪ 91‬ﺍﻭ ‪ 92‬ﺑﺲ ﻣﺎ ﻳﺤﺼﻞ‬
‫‪Excellent work reward, I told them that I advised‬‬ ‫ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ﻛﺬﺍ ﻭﻫﺬﺍ ﻣﺎ ﺍﺑﻠﻐﺖ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺣﻮﻟﻪ ﺑﻮﻗﺖ‬
‫‪you all that I am going to base my assessment‬‬ ‫ﻣﺒﻜﺮ)‪ (Lines: 59-63. P/A‬ﻫﺬﺍ ﻳﺸﺠﻊ‪ ,‬ﻻﻧﻪ ﻓﻲ ﻧﺎﺱ ﻣﺎ‬
‫‪largely on the extent of ICT uptake. (Lines: 65-‬‬ ‫ﺣﺼﻠﻮﺍ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺸﻲء ﻣﻊ ﺃﻧﻬﻢ ﺣﺎﺻﻠﻴﻦ ﻋﻠﻰ ﺍﻣﺘﻴﺎﺯ ﻭ ﺯﻋﻠﻮﺍ‪..‬‬
‫)‪67. P/A‬‬ ‫ﻣﺎ ﺯﻋﻠﻮﺍ ﺍﻗﺼﺪ ﺑﺲ ﺻﺎﺭ ﺑﺨﺎﻃﺮﻫﻢ‪..‬ﻓﻠﻤﺎ ﺗﻘﻮﻝ ﻟﻬﻢ ﺍﻟﺴﺒﺐ ﺃﻧﺎ ﻣﺎ‬
‫ﺍﻗﺪﺭ ﺃﺳﺎﻭﻳﻚ ﻣﻊ ﺃﻏﻴﺮﻙ ﺍﻟﻠﻲ ﻳﺴﺘﺨﺪﻡ ﺗﻘﻨﻴﺔ ﻗﻲ ﻛﺬﺍ ﻭﻛﺬﺍ ﻭ ﻛﺬﺍ‪..‬‬
‫ﻓﻲ ﻧﺎﺱ ﻳﺴﻮﻭﻥ ﻋﻨﺪﻧﺎ ﺳﻴﺪﻳﻬﺎﺕ ﺗﻌﻠﻴﻤﻴﺔ )‪(Lines: 65-67. P/A‬‬
‫‪P/A: my expectation and ambition rose in time‬‬ ‫ﺍﻟﻤﺪﻳﺮ‪ :‬ﺍﻛﻴﺪ ﺑﺪﺍﺕ ﺍﻭﻝ ﺷﺊ ﺑﺪﺍﻳﺎﺕ ﻣﺘﻮﺍﺿﻌﻪ ﻭﻟﻜﻦ ﺗﻮﻗﻌﻲ‬
‫‪and I expect with time, the expectation will rise‬‬ ‫ﻭﻃﻤﻮﺣﻲ ﺍﺭﺗﻔﻊ ﺍﻛﺜﺮ ﻣﻊ ﺍﻟﻮﻗﺖ ﻭﺍﺗﻮﻗﻊ ﻣﻊ ﺍﻟﻮﻗﺖ ﻭﻣﻊ ﺟﻴﻞ ﺍﺧﺮ‬
‫‪with more usability comparing to now. This‬‬ ‫ﺑﻴﻜﻮﻥ ﻗﺎﺑﻠﻴﺘﻬﺎ ﺍﻛﺜﺮ ﻣﻦ ﺍﻻﻥ ‪ .‬ﺩﺍﺋﻤﺎ ﻣﺎ ﺍﺷﺮﺡ ﻟﻠﻤﻌﻠﻤﻴﻦ ﺣﻮﻝ‬
‫‪drives them to more commitment, for example, I‬‬ ‫ﺗﻮﻗﻌﺎﺗﻲ ﻭﻃﻤﻮﺣﻲ ﻭﻫﺬﺍ ﺍﻻﻣﺮ ﻳﺪﻓﻌﻬﻢ ﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻟﻌﻄﺎء ﻣﺜﻼ‬
‫‪told teachers that the old teaching approaches‬‬ ‫ﺍﺧﺒﺮﻫﻢ ﺑﺎﻥ ﺍﻟﻄﺮﻕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﻘﺪﻳﻤﺔ ﻳﺠﺐ ﺍﻥ ﻧﺘﺠﺎﻭﺯﻫﺎ ﻳﺠﺐ ﺍﻥ‬
‫‪must go, and we have to leave these approaches‬‬ ‫ﻧﻮﻓﺮ ﻟﻠﻄﻼﺏ ﺣﺎﺟﺘﻬﻢ ﻭﺍﻥ ﻧﻨﻤﻲ ﻟﺪﻳﻬﻢ ﻣﻬﺎﺭﺍﺗﻬﻢ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‬
‫‪beyond us. I advise teachers to feed the students‬‬ ‫ﻭﺩﺍﺋﻤﺎ ﺍﻃﻠﺐ ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻥ ﻳﺤﻔﺰﻭﺍ ﺍﻟﻄﻼﺏ ﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻻﺑﺪﺍﻉ‬
‫‪with their need, and develop their ICT skills and I‬‬ ‫ﻭﺍﻟﻌﻄﺎء ﻭﺍﻃﻠﺐ ﻣﻨﻬﻢ ﺍﻥ ﻳﺘﻔﺎﻋﻠﻮﺍ ﻣﻊ ﻃﻼﺑﻬﻢ ﺑﺎﺳﻠﻮﺏ‬
‫‪always ask the teachers to motivate students to‬‬ ‫ﺍﺣﺘﺮﺍﻓﻲ)‪.(Lines: 321-325. P/A‬‬
‫‪greater creativity, more commitment, and I ask‬‬
‫‪teachers to professionally interact with their‬‬
‫)‪students. (Lines: 321-325. P/A‬‬
‫‪P/A: As you know there were some older‬‬ ‫ﺍﻟﻤﺪﻳﺮ‪ :‬ﺑﻌﺾ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺧﺎﺻﺔ ﺍﻟﻜﺒﺎﺭ ﻓﻲ ﺍﻟﺴﻦ ﻭﺍﻟﻠﻲ ﺻﺎﺭ ﻟﻬﻢ‬
‫‪teachers who had difficulties to absorb the new‬‬ ‫ﻓﺘﺮﺓ ﻃﻮﻳﻠﺔ ﻓﻲ ﺍﻟﻮﺯﺍﺭﺓ ﻭﺍﻟﻠﻲ ﻗﺪ ﻳﻜﻮﻧﻮﻥ ﻋﻠﻰ ﻭﻗﺘﻬﺎ ﻋﻠﻰ ﻭﺟﻪ‬
‫‪ICT skills, it was not easy to convince them, but‬‬ ‫ﺗﻘﺎﻋﺪ – ﺍﻟﻠﻲ ﺗﻘﺎﻋﺪ ‪..‬ﺗﻘﺎﻋﺪ ﺍﻭ ﺇﻧﻬﺎء ﺧﺪﻣﺔ ‪ -‬ﺍﻧﻪ ﻟﻴﺲ ﻣﻦ ﺍﻟﺴﻬﻞ‬
‫‪through discussion, persuasion, the exchange of‬‬ ‫ﺗﻐﻴﻴﺮﻩ ‪ ,‬ﺧﻼﺹ ﻣﺎ ﺭﺍﺡ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ‪ ,‬ﺗﻌﻮﺩ ﺧﻼﺹ ﻣﺎ‬
‫‪ideas, offer alternatives, give examples and‬‬ ‫ﺭﺍﺡ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻫﺬﻫﻮ ﻟﻜﻦ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻘﺎﺵ ﻭﺍﻻﻗﻨﺎﻉ‬
‫‪provide support, they interacted and started to‬‬ ‫ﻭﺗﺒﺎﺩﻝ ﺍﻻﻓﻜﺎﺭ ﻭﻃﺮﺡ ﺍﻟﺒﺪﺍﺋﻞ ﻭﺍﻋﻄﻲ ﺍﻻﻣﺜﻠﻪ ﻭﺗﻮﻓﻴﺮ ﺍﻟﺪﻋﻢ‬
‫‪explore and experiment the new technology.‬‬ ‫ﻳﺘﻔﺎﻋﻞ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭ ﻫﺬﺍ ﻳﺸﺠﻊ ﺑﻌﺾ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻠﻲ ﻣﺎ‬
‫‪These actions provided stimulation influence on‬‬ ‫ﻛﺎﻧﻮﺍ ﻳﻌﺮﻓﻮﻥ ﺍﻧﻪ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻠﻲ ﺳﻮﺍﻩ ﺭﻓﻴﻘﻪ ﺍﻭ ﺻﺪﻳﻘﻪ ﺍﻭ‬
‫‪all teachers to employ ICT in their tasks (Lines:‬‬ ‫ﺯﻣﻴﻠﻪ‪..‬ﻳﻌﻨﻲ ﺃﻧﺎ ﺳﻮﻳﺖ ﻋﻠﻰ ﺍﻟﺒﻮﺭﺑﻮﻳﻨﺖ ﺃﻧﺎ ﺃﺟﻲ ﻭﺍﻋﺮﺽ ﺷﻐﻠﻪ‬
‫)‪38-43 P/A‬‬ ‫ﻟﺼﻔﻲ ﻭﺑﺎﻟﺘﺎﻟﻲ ﺃﻛﻮﻥ ﻣﻀﻄﺮ ﺇﻧﻲ ﺍﻋﺮﻑ ﺍﺷﻠﻮﻥ ﺃﻧﻌﺎﻣﻞ ﻣﻊ‬
‫ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﺍﻭ ﺍﻟﺒﻮﺭﺑﻮﻳﻨﺖ ﺍﻭ ﻣﻊ ﺍﻟﻮﺭﺩ )‪.(Lines: 38-43 P/A‬‬
‫‪P/A: Many workshops were conducted based on‬‬ ‫ﺍﻟﻤﺪﻳﺮ‪ :‬ﺑﻌﻘﺪ ﺩﻭﺭﺍﺕ ﻟﺮﺅﺳﺎء ﺍﻻﻗﺴﺎﻡ ﺍﻭ ﻣﺜﻞ ﻣﺎ ﺍﻗﻮﻝ ﺣﻠﻘﻪ ﻧﻘﺎﺷﻴﻪ‬
‫‪my observations or suggestions from Heads of‬‬ ‫ﺗﺸﻤﻞ ﺟﻤﻴﻊ ﺍﻟﻤﻮﺍﺿﻴﻊ ﻭﺟﻠﺐ ﻣﺤﺎﺿﺮﻳﻦ ﻣﻦ ﺍﻟﺨﺎﺭﺝ ‪ ..‬ﻓﻨﺤﻦ‬
‫‪Department...Heads of Department closely deal‬‬ ‫ﺳﻮﻳﻨﺎ ﻫﺬﻩ ﺍﻟﺘﻨﻤﻴﻪ‪ ...‬ﻋﻤﻠﻨﺎ ﻭﺭﺭﺵ ﻋﻤﻞ ﻛﺜﻴﺮﺓ ﺑﻨﺎءﺍ ﻋﻠﻰ‬
‫‪with teachers and they have more time for‬‬ ‫ﻣﻼﺣﻈﺎﺗﻲ ﺍﻭ ﺍﻗﺘﺮﺣﺎﺕ ﺭﺅﺳﺎء ﺍﻻﻗﺴﺎﻡ ﻓﻬﻢ ﻛﻤﺎ ﺗﻌﻠﻢ ﻳﺘﻌﺎﻣﻠﻮﻥ‬
‫‪observing and following-up. If necessary, I‬‬ ‫ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻣﻊ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﻟﺪﻳﻬﻢ ﻭﻗﺖ ﺍﻃﻮﻝ ﻟﻠﻤﻼﺣﻈﺔ ﻭﺍﻟﻤﺘﺎﺑﻌﺔ‪.‬‬
‫‪worked on letting the Ministry intervene. As you‬‬ ‫ﻭﺍﺫﺍ ﺗﻄﻠﺐ ﺍﻻﻣﺮ ﺗﺪﺧﻞ ﻣﻦ ﺍﻟﻮﺯﺍﺭﺓ ﻓﻜﻤﺎ ﺗﻌﻠﻢ ﺍﻥ ﺍﻟﻮﺯﺍﺭﺓ ﻣﻘﻴﺪﺓ‬
‫‪know, the Ministry is restricting the PD activities‬‬ ‫ﺍﻻﻧﺸﻄﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﺎﻟﻤﺪﺍﺭﺱ ﺑﺴﺒﺐ ﺿﻌﻒ ﺍﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻤﺪﺍﺭﺱ‬
‫‪in schools because of low budget and‬‬ ‫ﺍﻟﻤﺎﺩﻳﺔ ﻭﻣﻮﻓﺮﺓ ﻣﺮﻛﺰ ﺗﺪﺭﻳﺒﻲ ﻭﻓﺮﻭﻉ ﻟﻬﺬﺍ ﺍﻟﻤﺮﻛﺰ ﻓﻲ ﻛﻞ‬
‫‪possibilities. PD need identifications are based on‬‬ ‫ﻣﺤﺎﻓﻈﺔ ﻭﻳﺘﻢ ﺑﻨﺎءﺍ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﺍﻟﺤﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻜﻞ ﻣﺪﺭﺳﺔ‬
‫‪PD assessment from each school...so teachers are‬‬ ‫ﻋﻤﻞ ﺩﻭﺭﺍﺕ ﻣﺘﺨﺼﺼﻪ ﻳﻠﺰﻡ ﺍﻟﻤﻌﻠﻢ ﺍﻥ ﻳﺤﻀﺮﻫﺎ‪ .‬ﻭﻋﺎﺩﺓ ﻳﺘﻢ‬
‫‪nominated and named on the basis of school‬‬ ‫ﻭﺿﻊ ﺍﺳﻤﺎء ﺍﻟﻤﻌﻠﻤﻴﻦ ﺑﻨﺎءﺍ ﻋﻠﻰ ﻣﻘﺘﺮﺣﺎﺕ ﺍﻟﻤﺪﺭﺍء ‪(Lines:‬‬
‫)‪principals’ proposals (Lines: 326-336.P/A‬‬ ‫)‪.326-336.P/A‬‬
‫‪P/A: around two months ago, workshops were‬‬ ‫ﺍﻟﻤﺪﻳﺮ‪ :‬ﻗﺒﻞ ﺷﻬﺮﻳﻦ ﺑﺎﻟﻀﺒﻂ ﻋﻤﻠﻨﺎ ﻭﺭﺵ ﻋﻤﻞ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﻭﺳﺎﺋﻞ‬
‫‪conducted by the Computer Science Department‬‬ ‫ﺍﻻﻋﻼﻡ ﺑﺎﻟﺸﺮﺍﺋﺢ ﻭﻛﻴﻔﻴﺔ ﺭﺑﻂ ﻫﺬﻩ ﺍﻟﺸﺮﺍﺋﺞ ﻭﻭﺿﻊ ﻓﻴﺪﻳﻮ ﺍﻭ ﺻﻮﺭ‬
‫‪staff on how to benefit from the media, how to‬‬ ‫ﻣﺘﺤﺮﻛﺔ ﻛﺎﻧﺖ ﻭﺭﺵ ﻋﻤﻞ ﻣﻤﻴﺰﺓ ﻭﻫﻲ ﺑﺤﻘﻴﻘﺘﻬﺎ ﻭﺿﻌﺖ ﻟﺘﻠﺒﻴﺖ‬
‫‪link, or insert audio in PowerPoint slides, and‬‬ ‫ﺣﺎﺟﺎﺕ ﺑﻌﺾ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻣﻤﻦ ﻳﻌﺎﻧﻲ ﻗﺼﻮﺭ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ‬
‫‪306‬‬
‫‪how to develop video or animation. They were‬‬ ‫ﺍﻟﺒﻮﺭﺑﻮﻳﻨﺖ)‪.(Lines: 337-340.P/A‬‬
‫‪conducted to support some teachers and to‬‬
‫‪provide them with their ICT needs. (Lines: 337-‬‬
‫)‪340.P/A‬‬
‫‪P/A: Somewhat I am able, especially if the‬‬ ‫ﺍﻟﻤﺪﻳﺮ‪ :‬ﻧﻮﻋﺎ ﻣﺎ ﺧﺎﺻﺔ ﺍﺫﺍ ﻛﺎﻧﺖ ﻓﻲ ﺗﺨﺼﺼﻲ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﻣﻦ‬
‫‪workshop are in my specialty and I do evaluation‬‬ ‫ﺣﻴﺚ ﻧﻮﻋﻴﺔ ﺍﻟﻤﺎﺩﺓ ﻭﻛﻴﻔﻴﺔ ﻋﺮﺿﻬﺎ ﻭﺍﻟﻤﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﺘﻲ ﺗﺤﺘﺎﺟﻬﺎ‬
‫‪in terms of the quality of the material and how‬‬ ‫ﺍﻟﻤﺤﺎﺿﺮ ﻭﺍﻟﺸﺮﺍﻛﺔ ﻓﻲ ﻋﺮﺿﻬﺎ ﻭﻛﺬﻟﻚ ﺍﻗﻴﻴﻢ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻭ ﺍﻻﻧﺸﻄﺔ‬
‫‪they are displayed. I supplies needs that requested‬‬ ‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺤﺮﺹ ﻋﻠﻰ ﺣﻀﻮﺭ ﻫﺬﻩ ﺍﻟﻔﻌﺎﻟﻴﺎﺕ ﻭﺗﺴﺠﻴﻞ‬
‫‪by the lecturer and I get involved in the‬‬ ‫ﺍﻟﻤﻼﺣﻈﺎﺕ ﻭﻛﺬﻟﻚ ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﻣﻘﺘﺮﺣﺎﺕ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ‬
‫‪presentation, as well as I evaluate PD or training‬‬ ‫ﻭﺗﻘﻴﻴﻤﻬﻢ ﻭﻛﻞ ﻫﺬﻩ ﺍﻻﺟﺮﺍءﺍﺕ ﻳﺘﻢ ﻣﻨﺎﻗﺸﺘﻬﺎ ﻣﻊ ﺍﻟﻤﻌﻠﻢ ﺑﺸﻜﻞ‬
‫‪activities through personal attendance and my‬‬ ‫ﻣﺒﺎﺷﺮ‪ ...‬ﻧﻌﻢ ﻗﻤﺖ ﺑﻌﻤﻞ ﻭﺭﺷﺘﺎﻥ ﻋﻤﻞ ﺍﺣﺪﻫﻢ ﺍﻟﻌﺎﻡ ﺍﻟﻤﺎﺿﻲ‬
‫‪own recorded observations as well as by studying‬‬ ‫ﻭﺍﺧﺮﻯ ﻫﺬﺍ ﺍﻟﻌﺎﻡ‪ .‬ﺍﻻﻭﻟﻲ ﻋﻦ ﺍﻟﺘﺤﻀﻴﺮ ﻭﻣﻌﻮﻗﺎﺗﻪ "ﻭﻛﺎﻥ‬
‫‪the suggestions and assessment of the‬‬ ‫ﺍﻟﻤﻮﺿﻮﻉ ﺍﻻﺳﺎﺳﻲ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﻠﺘﺤﻀﻴﺮ‬
‫‪participants. All these measures will be directly‬‬ ‫ﺑﺸﻜﻞ ﺟﻴﺪ ﻭﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ ﺍﻟﻤﻌﻮﻗﺎﺕ‪ .‬ﻭﺍﻟﺜﺎﻧﻴﺔ ﻋﻦ ﺍﻟﻌﻨﻒ ﺍﻟﻄﻼﺑﻲ‬
‫‪discussed with the staff who conducted the‬‬ ‫ﻭﻛﻼ ﺍﻟﻮﺭﺷﺘﺎﻥ ﻛﺎﻧﺘﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺤﺪﻳﺜﺔ‬
‫‪event...I conducted two workshops, one was on‬‬ ‫ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺮﻭﺑﻮﻳﻨﺖ ﻭﺍﻟﺒﺮﻭﺟﻜﺘﺮ ﻭﺍﻟﺸﺮﺡ ﻣﺒﺎﺷﺮ)‪.(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
‫‪P/A I support the initiatives undertaken by‬‬ ‫ﺍﻟﻤﺪﻳﺮ‪ :‬ﻭﺍﷲ ﺍﻧﺎ ﻛﻤﺒﺎﺩﺭﻩ ﻧﺪﻋﻤﻬﺎ ﻭﻛﺬﻟﻚ ﻋﻤﻠﻨﺎ ﺍﻧﺸﻄﺔ ﻣﺸﺘﺮﻛﻪ ﻣﻦ‬
‫‪teachers in order to promote collaborative culture‬‬ ‫ﺍﺟﻞ ﺗﻌﺰﻳﺰ ﺛﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﺟﻤﺎﻻ ﺍﻻﻗﺴﺎﻡ ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻄﺎﻗﻢ ﻛﺎﻣﻞ‬
‫‪in school. I managed a variety of activities to‬‬ ‫ﻟﺪﻳﻨﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻣﺎ ﺗﺒﺨﻞ ﻋﻦ ﺑﻌﻀﻬﺎ ﻭﻳﺘﻌﺎﻭﻧﻮﻥ‪.‬‬
‫‪support this culture; in general, all staff of our‬‬ ‫ﻻﻧﻪ ﺍﻧﺎ ﻋﻨﺪﻱ ﻣﺴﺎﺑﻘﻪ ﺍﻻﻗﺴﺎﻡ ﺍﻟﻤﺘﻤﻴﺰﻩ ﻓﺎﻱ ﺍﻗﺴﺎﻡ ﻣﺘﻤﻴﺰﻩ ﻭﺗﺘﻌﺎﻭﻥ‬
‫‪school are collaborating well. I developed a‬‬ ‫ﺍﻧﺎ ﺍﻋﻄﻴﻪ ﺟﻮﺍﺋﺰ‪.. .‬ﻭﺍﷲ ﺗﺒﻲ ﺗﺴﻤﻴﻬﻢ ﻓﺮﻕ ﻋﻤﻞ ﺍﻭ ﺗﺒﻲ ﺗﺴﻤﻴﻬﻢ‬
‫‪competition for distinguishing teachers and‬‬ ‫ﺟﻤﺎﻋﺎﺕ ﻫﺬﻩ ﻋﻨﺪﻧﺎ ﻣﻮﺟﻮﺩﻩ ﺣﺘﻰ ﺍﺣﻴﺎﻧﺎ ﻧﺪﺧﻠﻬﺎ ﺑﻴﻦ ﺍﻟﻄﻠﺒﻪ ‪ .‬ﻓﻬﺬﻩ‬
‫‪departments, honestly, one of the most the‬‬ ‫ﺍﻟﻔﻜﺮﻩ ﻣﻮﺟﻮﺩﻩ‪.. .‬ﻭﺩﺍﺋﻤﺎ ﺍﺗﻨﺎﻗﺶ ﻣﻌﻬﻢ ﺑﺎﻟﻴﻪ ﺍﻟﺘﻌﺎﻭﻥ ﻭﻣﻬﺎﻣﻪ‬
‫‪important criterion of selection is collaborative‬‬ ‫ﻭﺍﻓﻀﻞ ﺍﻟﺴﺒﻞ ﻣﻦ ﺍﺟﻞ ﺍﻟﻮﺻﻮﻝ ﺍﻟﻰ ﻣﺴﺘﻮﻱ ﻋﺎﻟﻲ ﻣﻦ ﺍﻟﺘﻌﺎﻭﻥ‬
‫‪efforts. School’s teams promote the collaborative‬‬ ‫ﺍﻟﻤﺸﺘﺮﻙ‪ ,‬ﻭﺑﺨﺼﻮﺹ ﺍﻟﺘﻘﻴﻴﻢ ﻟﻼﻗﺴﺎﻡ ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺭﺋﺴﺎء ﺍﻻﻗﺴﺎﻡ‬
‫‪efforts. I discuss with teachers about the‬‬ ‫ﺍﻟﻤﺜﺎﻟﻴﻴﻦ ﻭﺍﻟﻤﺘﻌﺎﻭﻧﻴﻦ ‪ .‬ﺍﻣﺎ ﺍﻟﺒﺎﻗﻲ ﻓﻘﻂ ﻧﻘﻴﻤﻬﻢ ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﻨﻪ ‪.‬‬
‫‪mechanism, functions and the best ways of‬‬ ‫ﻭﺍﻟﺘﻘﻴﻴﻢ ﻳﻜﻮﻥ ﻓﺮﺩﻱ ﻭﻟﻜﻦ ﺍﺳﺎﺱ ﺍﻭ ﻣﻌﺎﻳﻴﺮ ﺍﻟﺘﻘﻴﻴﻢ ﻋﻠﻰ‬
‫‪collaboration in order to reach a high level of‬‬ ‫ﺍﻟﺘﻌﺎﻭﻥ)‪(Lines: 279-289.P/A‬‬
‫)‪mutual collaboration (Lines: 279-289.P/A‬‬
‫‪P/A: I usually emphasis on the importance of‬‬ ‫ﺍﻟﻤﺪﻳﺮ ‪ :‬ﺩﺍﺋﻤﺎ ﺩﺍﺋﻤﺎ ‪..‬ﺩﺍﺋﻤﺎ ﺃﺣﺜﻬﻢ ﻟﻠﻌﻤﻞ ﻛﻞ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻣﻦ ﻛﻞ‬
‫‪working as a team. I asked teachers to get‬‬ ‫ﺍﻻﻗﺴﺎﻡ ﺍﺣﺜﻬﻢ ﻟﻠﻌﻤﻞ ﻣﻊ ﺑﻌﺾ ‪ .‬ﻭﺩﺍﺋﻤﺎ ﺍﻧﺎﻗﺸﻬﻢ ﻭﺍﻧﺼﺤﻬﻢ ﺑﺎﻫﻤﻴﺔ‬
‫‪involved in managing public events (Lines: 215-‬‬ ‫ﺑﻨﺎء ﻋﻼﻗﺎﺕ ﻓﻌﺎﻟﻪ ﺑﻴﻦ ﺍﻻﻗﺴﺎﻡ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺩﺍﺋﻤﺎ ﺍﺩﻓﻊ ﺑﺎﻟﻤﻌﻠﻤﻴﻦ‬
‫)‪222.P/A‬‬ ‫ﻟﻠﻌﻤﻞ ﻣﻊ ﺑﻌﺾ ﻭﺍﻟﻌﻤﻞ ﻛﻔﺮﻳﻖ ﻋﻤﻞ ﻭﺍﺣﺪ ﻓﻲ ﺗﻨﻈﻴﻢ ﺑﻌﺾ‬
‫ﺍﻟﻤﻨﺎﺳﺒﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ)‪(Lines: 215-222.P/A‬‬
‫‪P/A: There used to be an overlap in some of the‬‬ ‫ﺍﻟﻤﺪﻳﺮ ‪:‬ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ ﺍﻧﺎ ﺍﺗﺒﻊ ﺍﺳﻠﻮﺏ ﺧﺎﺹ ﻓﻲ ﺣﻞ ﺍﻟﺨﻼﻓﺎﺕ‬
‫‪tasks related to technology, so I met with an‬‬ ‫ﺍﻟﺸﺨﺼﻴﺔ ﺑﻴﻦ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻭﺍﻋﺘﻘﺪ ﺍﻥ ﺍﻓﻀﻞ ﻭﺳﻴﻠﺔ ﻟﺘﺠﺎﻭﺯ ﻫﺬﻩ‬
‫‪Educational Technology Specialist and the‬‬ ‫ﺍﻟﺨﻼﻓﺎﺕ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﺍﻻﺟﺘﻤﺎﻉ ﺑﺎﻃﺮﺍﻑ ﺍﻟﻤﺸﻜﻠﺔ‪ ,‬ﻭﻣﻦ ﺛﻢ‬
‫‪Department of Computer staff and have‬‬ ‫ﻣﻨﺎﻗﺸﺘﻬﻢ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺴﺒﺐ ﺍﻟﺤﻘﻴﻘﻲ ﻭﺑﻌﺪﻫﺎ ﺍﻗﻮﻡ ﺑﺤﻞ ﻫﺬﺍ‬
‫‪distributed tasks responsibilities...it was solved‬‬ ‫ﺍﻻﻣﺮ ﺑﺎﺳﻠﻮﺏ ﻳﺴﻮﺩﻩ ﺍﻟﻄﺎﺑﻊ ﺍﻻﻧﺴﺎﻧﻲ ﻭﺍﻻﺧﻮﻱ‪ .‬ﻭﺑﺨﺼﻮﺹ‬
‫‪through meeting with the staff and listening to‬‬ ‫ﺍﻟﻤﺸﺎﻛﻞ ﺍﻟﺘﻲ ﻧﻮﺍﺟﻬﻪ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻣﻦ ﻏﻴﺮ ﺍﻟﺨﻼﻓﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻓﻬﻲ‬
‫‪their views and discuss the responsibilities, and‬‬ ‫ﻛﺜﻴﺮﺓ‪ ,‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﻣﺸﻜﻠﺔ ﻗﻠﺔ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﻤﺎﻟﻴﺔ ﻟﻠﻤﺪﺭﺳﺔ‬
‫‪then we reached a consensual agreement on the‬‬ ‫ﻭﻛﺬﻟﻚ ﻣﺸﺎﻛﻞ ﻣﺘﻌﻠﻘﻪ ﺑﺎﻟﻄﻼﺏ‪ .‬ﻭﻋﻤﻮﻣﺎ ﺍﻧﺎ ﺍﻗﻮﻡ ﺑﺤﻞ ﻫﺬﻩ‬
‫‪mechanism of actions and responsibilities of each‬‬ ‫ﺍﻟﻤﺸﺎﻛﻞ ﺑﺎﺳﻠﻮﺏ ﺗﻮﺍﻓﻘﻲ ﺧﺼﻮﺻﺎ ﺍﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻤﺸﻜﻠﺔ ﻳﺘﺄﺛﺮ ﺑﻬﺎ‬
‫)‪parties on ICT in the school (P/A-Q‬‬ ‫ﻋﺪﺩ ﻣﻦ ﺍﻻﻃﺮﺍﻑ ﻭﺗﺄﺛﺮ ﺑﺴﻴﺮ ﺍﻟﻌﻤﻞ ﺑﺎﻟﻤﺪﺭﺳﺔ‪ ,‬ﺍﻋﻄﻴﻚ ﻣﺜﻞ‪ :‬ﻟﺪﻳﻨﺎ‬
‫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
‫‪P/A: I care to strengthen these relations through‬‬ ‫ﺍﻟﻤﺪﻳﺮ‪ :‬ﻋﻼﻗﺘﻲ ﺟﻴﺪﺓ ﻣﻊ ﺟﻤﻴﻊ ﺍﻻﺩﺍﺭﺍﺕ ﻭﺍﻟﻤﺪﺭﺍء ﷲ ﺍﻟﺤﻤﺪ‪.‬‬
‫‪participating in joint projects combine school‬‬ ‫ﻭﺩﺍﺋﻤﺎ ﺍﺣﺮﺹ ﻋﻠﻰ ﺗﻘﻮﻳﻤﺔ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﻤﺸﺎﺭﻛﺔ‬
‫‪principals to achieve common goals. In the past‬‬ ‫ﺑﻤﺸﺎﺭﻳﻊ ﻣﺸﺘﺮﻛﺔ ﺗﺠﻤﻊ ﺍﺩﺍﺭﺍﺕ ﺍﻟﻤﺪﺍﺭﺱ ﻟﺘﺤﻘﻴﻖ ﺍﺣﺪ ﺍﻟﺘﻄﻠﻌﺎﺕ‪,‬‬
‫‪year, I worked on a meeting for all our district‬‬ ‫ﺍﻟﻌﺎﻡ ﺍﻟﻤﻨﺼﺮﻡ ﺗﻢ ﻋﻤﻞ ﺍﺟﺘﻤﺎﻉ ﻟﻠﻤﺪﺭﺍء ﺑﺎﻟﻤﺤﺎﻓﻈﺔ ﻭﻛﺎﻥ ﻟﻘﺎء‬
‫‪307‬‬
‫‪principals. That meet was very fruitful. We all‬‬ ‫ﻣﺜﻤﺮ ﺟﺪﺍ ﺍﺳﺘﻔﺪﻧﺎ ﻣﻨﻪ ﺑﻌﺪ ﺍﻥ ﺗﻮﺣﺪﺕ ﻣﻄﺎﻟﺒﺎﺕ ﺍﻟﻤﺪﺭﺍء ﺑﺘﻮﻓﻴﺮ‬
‫‪benefited from it after uniting our claims. We‬‬ ‫ﻣﺮﺍﻛﺰ ﺗﻘﻮﻳﺔ ﻣﺠﺘﻤﻌﻴﻪ ﻭﻫﺬﻩ ﺍﻟﻤﺮﺍﻛﺰ ﺗﻘﺪﻡ ﺧﺪﻣﺎﺕ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪convince the Ministry to establish a number of‬‬ ‫ﻭﺗﻌﻠﻴﻤﻴﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ ﻭﻣﻦ ﺿﻤﻨﻬﻢ ﺍﻟﻄﻼﺏ‪ ,‬ﻋﻠﻰ ﻓﻜﺮﺓ ﻟﺪﻳﻨﺎ‬
‫‪community-based centres in schools to provide‬‬ ‫ﺩﻭﺭﺍﺕ ﺗﻘﺎﻡ ﺑﺎﻟﻔﺘﺮﺓ ﺍﻟﻤﺴﺎﺋﻴﺔ ﻭﺑﺎﺳﻌﺎﺭ ﺟﺪﺍ ﺭﻣﺰﻳﺔ ﻣﺘﻌﻠﻘﻪ‬
‫‪training services and educational for the local‬‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻋﺪﺩ ﻻ ﺑﺎﺱ ﺑﻪ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﻣﺴﺠﻠﻴﻦ‬
‫‪community, which including our students...The‬‬ ‫ﺑﻬﺬﻩ ﺍﻟﺪﻭﺭﺍﺕ)‪.(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
‫‪P/A: there are a direct guidance from me and the‬‬ ‫ﺍﻟﻤﺪﻳﺮ‪ :‬ﻓﻲ ﺗﻮﺟﻴﻪ ﻣﺒﺎﺷﺮ ﻣﻨﻲ ﻭﻣﻦ ﺍﻟﻮﺯﺍﺭﻩ ﺑﻌﺪ ﻻﺳﺘﺨﺪﺍﻡ‬
‫‪Ministry for linking ICT to teaching… at school‬‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﺎﻟﻮﺯﺍﺭﻩ ﺗﻘﺪﻡ ﺍﻟﻤﻼﻳﻴﻦ ﻋﺸﺎﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﺠﻴﺎ‬
‫‪level; we have an Educational Technology‬‬ ‫ﻟﻠﺘﻌﻠﻴﻢ ﻭﺍﻳﻀﺎً ﺍﻋﻄﺎء ﺍﻟﺪﻭﺭﺍﺕ ‪ .‬ﻓﻔﻲ ﺗﻮﺟﻴﻪ ﻣﻦ ﺍﻟﻮﺯﺍﺭﺓ ﻭﻣﻦ‬
‫‪Specialist who assigned to help teachers to use all‬‬ ‫ﺍﻻﺩﺍﺭﻩ ﺍﻟﻤﺪﺭﺳﻴﺔ ﻭﺑﻤﺎ ﻳﺨﺺ ﺍﻻﺩﺍﺭﺓ ﺍﻟﻤﺪﺭﺳﻴﺔ ﻓﻨﺤﻦ ﻟﺪﻳﻨﺎ‬
‫‪ICT forms and to provide teachers with‬‬ ‫ﻣﻮﻇﻒ ﺗﻘﻨﺒﺎﺕ ﺗﺮﺑﻮﻳﺔ ﻣﺘﺨﺼﺺ ﻳﺴﺎﻋﺪ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ‬
‫‪technological advice and guidance. My role is to‬‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺠﻤﻴﻊ ﺍﺷﻜﺎﻟﻬﺎ ﻭﻳﻘﺪﻡ ﻟﻬﻢ ﺍﻟﻨﺼﺎﺋﺢ ﻭﺍﻻﺭﺷﺎﺩﺍﺕ‬
‫‪encourage the ICT linking to teaching activities‬‬ ‫ﻭﻳﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﺍﻟﺮﺑﻂ ﺍﻟﻨﺎﺟﺢ‪ ,‬ﻭﺩﻭﺭﻱ ﺍﻧﺎ ﻫﻮ ﺗﺸﺠﻴﻊ ﻫﺬﺍ‬
‫‪and support the computer science and the‬‬ ‫ﺍﻟﺮﺑﻂ ﻭﺍﻟﺪﻓﻊ ﺑﺎﻟﻤﻌﻠﻤﻴﻦ ﻣﻦ ﺍﺟﻞ ﺗﺤﻘﻴﻖ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺮﺑﻂ ﻭﺗﻮﻓﻴﺮ‬
‫‪educational technology specialist to promote the‬‬ ‫ﺍﻟﺪﻋﻢ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻘﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻭﻛﺬﻟﻚ ﻟﻤﻮﻇﻒ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‬
‫)‪link (Lines: 355-360.P/A‬‬ ‫ﻟﻠﺘﻌﺰﻳﺰ ﻫﺬﺍ ﺍﻟﺮﺑﻂ)‪.(Lines: 355-360.P/A‬‬
‫‪P/A: To achieve sustainable changes, it must be‬‬ ‫ﺍﻟﻤﺪﻳﺮ‪ :‬ﻳﺘﻢ ﻫﺬﺍ ﺍﻻﻣﺮ ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﺍﻟﺨﻄﻂ ﻭﻣﺘﺎﺑﻌﺔ ﺗﻮﻓﻴﺮ‬
‫‪done through developing plans, providing‬‬ ‫ﺍﻻﻣﻜﺎﻧﻴﺎﺕ ﻓﻨﺤﻦ ﻟﺪﻳﻨﺎ ﺧﻄﻂ ﻛﺜﻴﺮﺓ ﻭﻟﻜﻦ ﺗﻨﻘﺼﻨﺎ ﺍﻻﻣﻜﺎﻧﻴﺎﺕ‬
‫‪supports, and follow-up. We have many plans,‬‬ ‫ﺍﻟﻤﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ‪ ,‬ﻟﺬﺍ ﻧﺤﻦ ﻧﻌﻤﻞ ﻋﻠﻰ ﺗﺤﻘﻴﻖ ﻫﺬﺍ ﺍﻟﻤﺒﺪء ﻣﻦ ﺧﻼﻝ‬
‫‪but the shortage of support including materials‬‬ ‫ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﻤﺘﺎﺑﻌﺔ ﺍﻟﻤﺴﺘﻤﺮﺓ ﻭﺗﺨﻄﻴﻂ ﺍﺿﺎﻓﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﻜﻮﻥ‬
‫‪and human resources blocked us, so we are‬‬ ‫ﺟﺪﻳﺪﺓ ﻟﺪﻳﻨﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ‪ ,‬ﻣﺜﻼ ﻟﺪﻳﻨﺎ ﺧﻄﺔ ﻧﻌﻤﻞ ﻋﻠﻴﻬﺎ ﻻﻧﺸﺎء ﻧﺎﺩﻱ‬
‫‪working on sustaining changes by stimulation,‬‬ ‫ﺍﻟﻤﻜﺘﺸﻒ ﻭﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻨﺎﺩﻱ ﻧﻘﻄﺔ ﺍﻟﻠﻘﺎء ﺑﻴﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ‬
‫‪continuous monitoring, and planning to add new‬‬ ‫ﻣﺸﺎﺭﻳﻊ ﺗﻜﻨﻮﻟﻮﺟﻴﻪ ﻭﻫﺬﻩ ﺍﻟﻤﺸﺎﺭﻳﻊ ﻫﻲ ﻣﺘﻄﻠﺒﺎﺕ ﺩﺭﺍﺳﻴﺔ ﻟﺬﺍ ﻧﺤﻦ‬
‫‪ICT applications in our school (Lines: 383-‬‬ ‫ﺳﻮﻑ ﻧﻮﻓﺮ ﺍﻻﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﻬﻢ ﻭﻧﺴﻤﺢ ﻟﻬﻢ ﺑﺎﻟﻌﻤﻞ‬
‫)‪385.P/A‬‬ ‫ﻣﻨﻔﺮﺩﻳﻦ ﺍﻭ ﻋﻠﻰ ﺷﻜﻞ ﺟﻤﺎﻋﺔ ﻋﻤﻞ ﻭﺳﻮﻑ ﻧﻮﻓﺮ ﻟﻬﻢ ﻛﻞ ﻣﺘﻄﻠﺒﺎﺕ‬
‫ﻫﺬﻩ ﺍﻟﻤﺸﺎﺭﻳﻊ ﺑﺎﺫﻥ ﺍﷲ)‪.(Lines: 383-385.P/A‬‬
‫‪P/A: we are working to establish a finder‬‬ ‫ﺍﻟﻤﺪﻳﺮ‪:‬ﻣﺜﻼ ﻟﺪﻳﻨﺎ ﺧﻄﺔ ﻧﻌﻤﻞ ﻋﻠﻴﻬﺎ ﻻﻧﺸﺎء ﻧﺎﺩﻱ ﺍﻟﻤﻜﺘﺸﻒ ﻭﻳﻜﻮﻥ‬
‫‪club...this club will be a meeting point between‬‬ ‫ﻫﺬﺍ ﺍﻟﻨﺎﺩﻱ ﻧﻘﻄﺔ ﺍﻟﻠﻘﺎء ﺑﻴﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﻣﺸﺎﺭﻳﻊ ﺗﻜﻨﻮﻟﻮﺟﻴﻪ‬
‫‪students who have ICT projects… (Lines: Lines:‬‬ ‫ﻭﻫﺬﻩ ﺍﻟﻤﺸﺎﺭﻳﻊ ﻫﻲ ﻣﺘﻄﻠﺒﺎﺕ ﺩﺭﺍﺳﻴﺔ ﻟﺬﺍ ﻧﺤﻦ ﺳﻮﻑ ﻧﻮﻓﺮ‬
‫‪385-388.P/A) ... shortly, we will begin to develop‬‬ ‫ﺍﻻﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﻬﻢ ﻭﻧﺴﻤﺢ ﻟﻬﻢ ﺑﺎﻟﻌﻤﻞ ﻣﻨﻔﺮﺩﻳﻦ ﺍﻭ ﻋﻠﻰ‬
‫‪a special section for educational materials and‬‬ ‫ﺷﻜﻞ ﺟﻤﺎﻋﺔ ﻋﻤﻞ ﻭﺳﻮﻑ ﻧﻮﻓﺮ ﻟﻬﻢ ﻛﻞ ﻣﺘﻄﻠﺒﺎﺕ ﻫﺬﻩ ﺍﻟﻤﺸﺎﺭﻳﻊ‬
‫‪will add some of the module lessons that were‬‬ ‫ﺑﺎﺫﻥ ﺍﷲ)‪ …(Lines: 385-388.P/A‬ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻊ ﺳﻮﻑ‬
‫‪videotaped, so this will benefit all students in‬‬ ‫ﻧﺸﺮﻉ ﺑﻌﻤﻞ ﻗﺴﻢ ﺧﺎﺹ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻧﻀﻴﻒ ﻋﻠﻴﻬﺎ ﺑﻌﺾ‬
‫‪school and other schools. This website will‬‬ ‫ﺍﻟﺪﺭﻭﺱ ﺍﻟﺮﻳﺎﺩﻳﺔ ﺍﻟﺘﻲ ﺗﻢ ﺗﺼﻮﻳﺮﻫﺎ ﺑﺎﻟﻔﻴﺪﻳﻮ ﺑﺤﻴﺚ ﻳﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﻛﻞ‬
‫‪include all educational materials produced by‬‬ ‫ﺍﻟﻄﻼﺏ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺍﻟﻤﺪﺍﺭﺱ ﺍﻻﺧﺮﻱ)‪.(P/A-Q‬‬
‫)‪schools. (P/A-Q‬‬
‫‪P/A: We have some teachers who were able to‬‬ ‫ﺍﻟﻤﺪﻳﺮ ‪ :‬ﻻ ﻓﻲ ﺃﻗﺮﺍﺹ ﺗﻌﻠﻴﻤﻴﺔ ﺃﺳﺌﻠﺔ ﻭﺃﺟﻮﺑﺔ ﺧﺎﺻﺔ ﺍﻷﺳﺘﺎﺫ ‪.....‬‬
‫‪develop interactive CDs as questions and answers‬‬ ‫ﺯﻳﻦ ‪ ..‬ﻋﻨﺪﻧﺎ ﻳﺴﻮﻱ ﻳﻌﻨﻲ ‪ ..‬ﻋﻨﺪﻫﻢ ﺑﻌﺾ ﺍﻟﻄﺎﻗﺎﺕ ﻳﻌﻨﻲ ‪..‬‬
‫‪(Lines: 73-74.P/A)...Around 70% of teachers are‬‬ ‫ﺯﻳﻦ‪..‬ﻳﻮﺯﻉ ﻟﻨﺎ ﺳﻴﺪﻳﻬﺎﺕ ﺧﺎﺻﺔ ﻋﻠﻰ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻋﺸﺮ ‪ ,‬ﺃﺷﻴﺎء‬
‫‪regularly use ICT devices in teaching (Lines: 76-‬‬ ‫ﺗﻌﻠﻴﻤﻴﺔ)‪ ...(Lines: 73-74.P/A‬ﺳﺒﻌﻴﻦ ﺑﺎﻟﻤﺎﺋﺔ ﺍﻟﻠﻲ ﻋﻨﺪﻫﻢ‬
‫‪77.P/A)...All our records are digital stored (Lines:‬‬ ‫ﻗﺪﺭﺓ ﻋﻠﻰ ﻫﺎ ﺍﻟﺸﻲء ﻫﺬﺍ)‪ ...(Lines: 76-77.P/A‬ﺃﻧﺎ ﻛﻞ‬
‫‪95-96.P/A)...Computer science department‬‬ ‫ﺳﺠﻼﺗﻲ ﺑﺎﻟﻜﻤﺒﻴﻮﺗﺮ)‪ ... (Lines: 95-96.P/A‬ﻳﻌﻨﻲ ﻣﺜﻼ ﻗﺴﻢ‬
‫‪developed database CDs for each subjects in‬‬ ‫ﺍﻟﺤﺎﺳﻮﺏ ﻃﻮﺭ ﺳﻴﺪﻳﻬﺎﺕ ﻓﻴﻬﺎ ﻧﻤﺎﺫﺝ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻟﻜﻞ ﻣﻘﺮﺭ ﺗﻘﺮﻳﺒﺎ‬
‫‪cooperation with all departments (Lines: 236-‬‬ ‫ﻭﺗﻢ ﺗﻮﺯﻳﻌﻪ ﻋﻠﻰ ﺍﻟﻄﻼﺏ‪ ...(Lines: 236-237 P/A).‬ﻛﻤﺎ ﺗﻌﻠﻢ‬
‫‪237P/A)... we have a site dedicated to school and‬‬ ‫ﻳﻮﺟﺪ ﻟﺪﻳﻨﺎ ﻣﻮﻗﻊ ﻣﺨﺼﺺ ﻟﻠﻤﺪﺭﺳﺔ ﻭﻫﺬﺍ ﺍﻟﻤﻮﻗﻊ ﻣﺨﺼﺺ ﻟﺘﺒﺎﺩﻝ‬
‫‪this site is intended for exchanging educational‬‬ ‫ﺍﻟﻤﻮﺍﺩ)‪(P/A-Q‬‬
‫‪materials and explanations that benefit the‬‬
‫)‪students (P/A-Q‬‬
‫‪308‬‬
Appendix I: School A Interview and Questionnaire Citations of The School
Teachers
AG/A: I think that there is a strong link between ‫ ﺍﻋﺘﻘﺪ ﺑﻮﺟﻮﺩ ﺭﺍﺑﻂ ﻗﻮﻱ ﺑﻴﻦ ﻋﻤﻠﻴﺎﺕ ﺻﺮﻑ ﺍﻻﻣﻮﺍﻝ‬:A ‫ﻣﻌﻠﻢ‬
spending strategy and the needs of teachers ‫ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺣﺎﺟﺎﺕ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻻﺟﻬﺰﺓ ﺍﻟﻤﻄﻠﻮﺑﻪ‬
(Q/AG/A). (Q/AG/A).
DG/A: The Principal arranged a workshop for us ‫ ﻫﺬﺍ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﺟﺘﻬﺎﺩﺍﺕ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭ ﺍﺫﺍ ﻓﻲ ﻭﺭﺷﺔ‬:D ‫ﺍﺳﺘﺎﺫ‬
about the ICT and its use. The guests were a ‫ ﺣﻴﺚ ﺭﺗﺐ ﺍﻟﻤﺪﻳﺮ ﻟﻨﺎ‬.‫ﻋﻤﻞ ﻳﺘﻢ ﺍﻟﺘﻮﺿﻴﺢ ﻭﻫﺬﺍ ﻣﺎ ﺗﻢ ﻓﻌﻼ‬
specialist in ICT and a specialist in educational ‫ﻣﺤﺎﺿﺮﺓ ﺣﻮﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻬﺎ ﻭﻛﺎﻥ ﺍﻟﻤﺤﺎﺿﺮﻳﻦ‬
technology. We were allowed to take part and ‫ﺷﺨﺺ ﻣﺘﺨﺼﺺ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺷﺨﺺ ﻣﺘﺨﺼﺺ ﺑﺎﻟﺘﻘﻨﻴﺎﺕ‬
discuss our fears; questions were asked and the ‫ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺗﻤﺖ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻭﺳﻤﺢ ﻟﻨﺎ ﻣﻨﺎﻗﺸﺖ ﻣﺨﺎﻭﻓﻨﺎ ﻭﻃﺮﺣﺖ‬
discussion was very useful (Lines: 214-216. .(Lines: 214-216. DG/A) ‫ﺍﺳﺌﻠﺔ ﻭﺩﺍﺭ ﻧﻘﺎﺵ ﻣﻔﻴﺪ ﺟﺪﺍ‬
DG/A)
AG/A: I agreed with my colleagues that ‫ ﺍﻧﺎ ﻣﺘﻔﻖ ﻣﻊ ﺍﻻﺧﻮﺍﻥ ﺑﺎﻥ ﺍﻟﻨﻘﺎﺷﺎﺕ ﻫﻲ ﺍﺳﺎﺱ ﺍﻟﻮﺻﻮﻝ‬:A‫ﺍﺳﺘﺎﺫ‬
discussion is the basis of reaching consensus in ‫ﺍﻟﻰ ﺗﻮﺍﻓﻖ ﻋﺎﻡ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﻓﻌﻼ ﺍﻟﻤﺪﻳﺮ ﻳﺴﺘﺨﺪﻡ ﺍﺳﻠﻮﺏ ﺩﻳﻤﻘﺮﺍﻃﻲ‬
school. Actually, our Principal uses a democratic ‫ﻭﻳﺘﻢ ﺍﻟﺘﺼﻮﻳﺖ ﻋﻠﻰ ﺍﻟﻴﻪ ﺍﻟﻌﻤﻞ ﻭﻫﺬﺍ ﻳﻌﺰﺯ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻤﺴﺆﻭﻟﻴﺔ‬
style. There is voting on the working mechanism, ‫ﻟﺪﻱ ﺍﻟﻌﻤﻠﻤﻴﻦ ﻻﻧﻬﻢ ﺷﺎﺭﻛﻮﺍ ﺑﺼﻨﻊ ﺍﻟﻘﺮﺍﺭ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ‬
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).
DG/A: Providing individual PD support was ‫ ﺩﻋﻢ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺑﺸﻜﻞ ﻓﺮﺩﻱ ﻳﺘﻢ ﻣﻦ ﺧﻼﻝ ﺗﻮﻓﻴﺮ ﺍﻟﻤﺴﺎﻋﺪﺓ‬:D ‫ﺍﺳﺘﺎﺫ‬
done by offering help, encouraging the Computer ‫ﺍﻟﺘﻲ ﻳﻄﻠﺒﻬﺎ ﺍﻟﻤﻌﻠﻢ ﻭﻣﻦ ﺧﻼﻝ ﺗﺸﺠﻴﻊ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻭﻣﺸﺮﻑ‬
Science Department and the educational ‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﻤﺴﺎﻋﺪﺓ ﺟﻤﻴﻊ ﺍﻟﻤﻌﻤﻠﻴﻦ ﻭﺍﻻﻗﺴﺎﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ‬
technology officer to support all teachers with ‫ ﺍﻟﻤﺪﻳﺮ ﻭﺯﻉ ﻋﺪﺩ ﻣﻦ‬... ‫ﺍﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
ICT matters... the Principal distributed many ‫ﺍﻟﻤﻨﺸﻮﺭﺍﺕ ﻭﺍﻟﻤﻄﻮﻳﺎﺕ ﺍﻟﺘﻲ ﺗﺸﺮﺡ ﺗﻘﻨﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
brochures and scientific publications related to ‫ﻭﻳﺸﺠﻊ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻋﻠﻰ ﻋﻤﻞ ﻭﺭﺵ ﻋﻤﻞ ﻣﻦ ﺍﺟﻞ ﺗﺴﻬﻴﻞ‬...
ICT to all teachers...the Principal encourages ‫ﺗﺒﺎﺩﻝ ﺍﻟﺨﺒﺮﺍﺕ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻓﻜﻤﺎ ﺗﻌﻠﻢ ﺍﻥ ﺍﻟﻔﺮﻭﻗﺎﺕ ﻭﺍﻟﺨﺒﺮﺍﺕ‬
teachers to conduct ICT-related workshops to ‫ﻣﺘﻔﺎﻭﺗﻪ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻓﻲ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﺠﻴﺎ‬
facilitate exchanging knowledge and experiences ‫ﻭﺍﻟﻤﺪﻳﺮ ﺍﺟﻤﺎﻻ ﻳﺪﻫﻢ ﻛﻞ ﺍﻻﻧﺸﻄﺔ ﺍﻟﺘﻨﻤﻮﻳﺔ ﻭﺧﺼﻮﺻﺎ‬...‫ﺑﺎﻟﺘﻌﻠﻴﻢ‬
among teachers...the Principal generally supports ‫ﺍﻟﻤﺘﻌﻠﻘﻪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
all PD activities especially those related to ICT (Q/DG/A).‫ﻭﺍﻻﺗﺼﺎﻻﺕ‬
(Q/DG/A).
AG/A: there is interest in this culture and I am a ‫ ﺍﻧﺎ‬,‫ ﻧﻌﻢ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﻓﻲ ﺗﻨﻤﻴﺔ ﺛﻘﺎﻓﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺑﺎﻟﻤﺪﺭﺳﺔ‬:A ‫ﺍﻻﺳﺘﺎﺫ‬
member of three committees in the school....all ‫ﻋﻀﻮ ﻓﻲ ﺛﻼﺙ ﻟﺠﺎﻥ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻠﺠﺎﻥ ﺗﻌﺮﻓﺖ‬
colleagues work in the spirit of one family and ‫ ﺟﻤﻴﻊ ﺍﻟﺰﻣﻼء ﺑﺎﻟﻤﺪﺭﺳﺔ‬...‫ﻋﻠﻰ ﺑﻌﺾ ﺍﻟﺰﻣﻼء ﻭﻗﻮﻳﺔ ﻋﻼﻗﺘﻲ ﺑﻬﻢ‬
help each other. The Principal is interested in the ‫ﻳﻌﻤﻠﻮﻥ ﺑﺮﻭﺡ ﺍﻻﺳﺮﺓ ﺍﻟﻮﺍﺣﺪﻩ ﻭﻳﺴﺎﻋﺪﻭﻥ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﻓﻲ‬
development of this culture through forming ‫ ﻭﺍﻟﻤﺪﻳﺮ ﻣﻬﺘﻢ ﺑﺘﻨﻤﻴﺔ ﻫﺬﻩ ﺍﻟﺜﻘﺎﻓﺔ ﻣﻦ ﺧﻼﻝ ﻋﻤﻞ ﻟﺠﺎﻥ‬.‫ﺍﻣﻮﺭ ﻛﺜﻴﺮﺓ‬
committees and teams in the school...the ‫ﻭﺍﻟﻤﺪﻳﺮ ﺩﺍﺋﻤﺎ ﻣﺎ ﻳﺤﺜﻨﺎ ﻋﻠﻰ ﺍﻟﻌﻤﻞ‬...‫ﺍﻟﻌﻤﻞ ﻭﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺑﺎﻟﻤﺪﺭﺳﺔ‬
Principal encourages and urges us to collaborate. (Q/AG/A).‫ﺑﺮﻭﺡ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻻﻳﺨﺎء‬
(Q/AG/A).
AG/A: there is general guidance and there is ‫ ﻧﻌﻢ ﻫﻨﺎﻙ ﺗﻮﺟﻴﺔ ﻋﺎﻡ ﻭﻫﻨﺎﻙ ﺩﻋﻢ ﻟﻠﺮﺑﻂ ﻟﻜﻦ ﻧﺤﻦ ﻧﺤﺘﺎﺝ‬:A‫ﺍﺳﺘﺎﺫ‬
support for the link, but we need more support ‫ﺩﻋﻢ ﺍﻛﺒﺮ ﻣﻦ ﻗﺒﻞ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﻌﻠﻴﺎ ﺑﺎﻟﻮﺯﺍﺭﺓ ﻣﺜﻼ ﺍﻟﻤﺪﺭﺳﺔ ﻻ‬
from senior leadership in the Ministry of ‫ ﺍﻣﺎ ﺑﺨﺼﻮﺹ ﺍﻟﺤﺚ ﻓﻬﻮ‬.‫ﺗﺴﺘﻄﻴﻊ ﻋﻤﻞ ﻛﻞ ﺷﻲء ﺩﻭﻥ ﺩﻋﻢ‬
Education. For example, the school management ‫ﻣﻮﺟﻮﺩ ﻭﺍﻟﻤﺪﻳﺮ ﻳﻘﺪﺭ ﻭﻳﻘﻴﻢ ﻛﻞ ﻣﻌﻠﻢ ﻳﺮﺑﻂ ﺑﻴﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
cannot do everything without support. As for the (Lines: 255-257. AG/A)‫ﻭﺍﻟﺘﺪﺭﻳﺲ ﺑﺸﻜﻞ ﻣﻠﻔﺖ ﻟﻠﻨﻈﺮ‬
stimulation, the Principal encouraged and valued
every teacher who successfully linked ICT and
teaching (Lines: 255-257. AG/A).
CG/A: I observed that quality changes are very ‫ ﻓﺎﻧﺎ ﺍﺷﻮﻑ ﺍﻧﻪ ﻓﻲ ﺗﻐﻴﺮ‬. ‫ ﻧﻌﻢ ﻳﻮﺟﺪ ﺗﻐﻴﺮ ﻭﺍﺿﺢ‬: C ‫ﺍﻻﺳﺘﺎﺫ‬
strong in teachers and learners’ attitudes toward ‫ ﻓﺎﻧﺎ ﺍﺷﻮﻑ ﻧﺴﺒﺔ ﺍﻟﺘﻐﻴﺮ‬. ‫ﻧﻮﻋﻲ ﻗﻮﻱ ﺟﺪﺍً ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻟﻠﻤﺘﻌﻠﻢ‬
ICT. I noticed that the percentage of change is ‫ ﻭﻫﺬﺍ ﻳﻌﻮﺩ ﺍﻟﻰ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬%70 ‫ ﺍﻭ‬60 ً‫ﻣﺘﻄﻮﺭ ﻟﺪﺭﺟﺔ ﺗﻘﺮﻳﺒﺎ‬
advanced, around 60 or 70% of total ‫ﺍﺩﺧﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻲ ﺍﻗﺪﻣﺖ ﻋﻠﻴﻬﺎ ﺍﻟﻮﺯﺍﺭﺓ ﻟﺘﻠﺒﻴﺔ ﻃﻤﻮﺣﺎﺕ‬
improvement, and this is due to the introduction ‫ ﻗﺪﻳﻤﺎ ﻟﻢ ﻳﻜﻮﻥ‬.‫ﺍﻟﻄﻼﺏ ﻭﺗﻮﻓﻴﺮ ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﻌﺼﺮ ﺍﻟﺤﺪﻳﺚ ﻟﻬﻢ‬
of ICT strategy taken by the Ministry... In the ‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﻳﻤﻠﻜﻮﻥ ﺍﻱ ﻣﻘﻮﻣﺎﺕ ﻣﻌﺮﻓﺔ ﺣﻮﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
past, teachers did not have possession to learn ‫ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺘﺎ ﻭﻟﻜﻦ ﺍﻟﻴﻮﻡ ﻻ ﻳﻤﺮ ﻳﻮﻡ ﺍﻟﻰ ﻧﺮﻱ ﻓﻴﻪ ﺍﺳﺘﺨﺪﺍﻡ ﻟﻠﺘﻘﻨﻴﺎﺕ‬
309
about ICT and its use. But today, situation has ‫ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺤﺪﻳﺜﺔ ﻭﻳﻌﻮﺩ ﻟﻬﺬﺍ ﺍﻻﻣﺮ ﺍﻟﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺠﻮﺍﻧﺐ‬
been rapidly changed; there is no a day goes by ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﻦ ﻗﺒﻞ ﻛﻞ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺑﺎﻟﻮﺯﺍﺭﺓ‬
without seeing ICT activities (Lines: 190-194. .(Lines: 190-194. CG/A).‫ﻭﺍﻟﻤﺪﺭﺳﺔ‬
CG/A).
BG/A: From my personal experience, the ICT ‫ﻣﻦ ﻭﺍﻗﻊ ﺧﺒﺮﺗﻲ ﺍﻟﺸﺨﺼﻴﺔ ﻓﺎﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﺗﺎﺣﺖ ﻟﻨﺎ ﻓﻮﺍﺋﺪ‬D
has allowed us many benefits and become an ‫ﻛﺜﻴﺮﺓ ﻭﺍﺻﺒﺤﺖ ﺍﺩﺍﺓ ﻓﺎﻋﻠﻪ ﻓﻲ ﺗﻄﻮﻳﺮ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﺻﺒﺢ ﻣﻦ‬
effective tool in the development of teaching ‫ﺍﻟﻤﻤﻜﻦ ﺍﻥ ﻧﻌﻄﻲ ﺍﻣﺜﻠﺔ ﺗﺮﺳﺦ ﺑﻌﻘﻠﻴﺔ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ‬
methods. Now, it became possible to give ‫ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﻟﺼﻮﺭ ﺍﻟﻤﺘﻮﻓﺮﻩ ﺑﺎﻻﻧﺘﺮﻧﺖ ﻟﺒﻌﺾ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬
examples of some scientific phenomena through ‫ ﻭﻫﻨﺎﻙ ﻣﻼﺣﻈﺔ ﻣﻬﻤﻪ ﺟﺪﺍ ﺍﺗﻤﻨﻲ ﺍﻥ ﺍﺫﻛﺮﻫﺎ ﻫﻨﺎ ﻭﻫﻲ‬.‫ﻭﺍﻟﻤﻌﺮﻓﻴﺔ‬
the use of video and images available on the ‫ﺍﻥ ﺍﻟﻄﺎﻟﺐ ﻳﻨﻐﻤﺲ ﺑﺎﻟﺪﺭﻭﺱ ﺍﻟﺘﻲ ﻳﺴﺘﺨﺪﻡ ﺑﻬﺎ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺤﺪﻳﺜﺔ‬
Internet which engage students more effectively. ‫ﺑﺸﻜﻞ ﻛﺒﻴﺮ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﺘﺪﺭﻳﺲ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﻛﺬﻟﻚ ﺍﺻﺒﺢ‬
A very important note I wish to mention here is ‫ﺍﻟﻄﺎﻟﺐ ﻳﺴﺘﻄﻴﻊ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﻧﺘﺮﻧﺖ ﺍﻥ ﻳﺒﺤﺚ ﻋﻦ‬
that the students significantly engage in lessons (Q/BG/A).‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺮﻭﺣﺎﺕ ﺍﻟﻤﻬﻤﻪ‬
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).
AG/A: Yes, the practices of the school Principal ‫ ﻧﻌﻢ ﻟﻤﻤﺎﺭﺳﺎﺕ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺍﺛﺮ ﻛﺒﻴﺮ ﻭﻓﻌﺎﻝ ﻓﻲ‬:A ‫ﺍﻻﺳﺘﺎﺫ‬
have impacts on the ICT embedding processes; ‫ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻛﺜﺮ‬
the influential practices are stimulation and ‫ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﻓﻌﺎﻟﻴﻪ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻱ ﻫﻲ ﺗﺤﻔﻴﺰ ﻭﺣﺚ ﺍﻟﻤﻌﻠﻤﻴﻦ‬
encouragement for teachers to ‫ ﺍﻟﺤﺚ‬,‫ﺍﻟﺘﻔﺎﻋﻞ‬,‫ ﻭﺍﻟﺘﺤﻔﻴﺰ‬.‫ﻋﻠﻰ ﺍﻟﻤﺒﺎﺩﺭﺓ ﻻﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
initiate…ICT…simulative, interacting, ‫ﻭﺍﻟﺪﻋﻢ ﻟﻬﻢ ﺍﺛﺮ ﻛﺒﻴﺮ ﺍﻟﻰ ﺩﺭﺟﺔ ﺍﻥ ﺑﻌﺾ ﺍﻟﺰﻣﻼء ﻏﻴﺮﻭﺍ ﻣﻦ‬
encouraging and supportive actions were ‫ﺍﺳﻠﻮﺏ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﺻﺒﺤﻮﺍ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺸﻜﻞ‬
effective to the extent that some colleagues had ‫ﻳﻮﻣﻲ ﺑﺴﺒﺐ ﺍﻥ ﺍﻟﻤﺪﻳﺮ ﺗﺪﺧﻞ ﻭﺣﺜﻬﻢ ﻭﺷﺠﻌﻬﻢ ﻭﻭﻓﺮ ﻟﻬﻢ ﺍﻟﺪﻋﻢ‬
changed their teaching approach from a routine ‫ﻭﺍﻻﻣﻜﺎﻧﻴﺎﺕ ﻭﻫﺬﺍ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻗﺎﻡ ﺑﻪ ﺍﻟﻤﺪﻳﺮ ﻛﺎﻥ ﻟﻪ ﺍﻻﺛﺮ ﺍﻻﺳﺎﺳﻲ‬
approach to an ICT-based approach. The .(Q/AG/A)‫ﻟﻤﺜﻞ ﻫﺬﻩ ﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﻟﺪﻱ ﺍﻟﺰﻣﻼء‬
Principal’s intervention had resulted in changing
their practices. (Q/AG/A).
BG/A: The Principal’s leadership practices have ‫ ﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻘﻴﺎﺩﻳﺔ ﺍﺛﺮ ﻣﺒﺎﺷﺮ ﻭﻓﻌﺎﻝ ﻋﻠﻰ‬:B ‫ﺍﻻﺳﺘﺎﺫ‬
a direct effect on the embedding of ICT in ‫ ﺷﺨﺼﻴﺎ‬.‫ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
teaching. I personally changed my teaching ‫ﻏﻴﺮﺕ ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺴﻲ ﻭﺍﺻﺒﺤﺖ ﺍﺳﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻔﻴﺪﺓ‬
style...I employed ICT in teaching and found it .‫ﺟﺪﺍ ﻭﺍﻟﺴﻬﻠﻪ ﻭﻛﺎﻥ ﻫﺬﺍ ﺍﻟﺘﻐﻴﻴﺮ ﺍﺛﺮ ﻣﻦ ﺍﺛﺎﺭ ﻣﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ‬
very useful and very convenient. I was
encouraged and directed by our Principal.
(Q/BG/A)
CG/A: There was an influential role regarding the ‫ ﻫﻨﺎﻙ ﺩﻭﺭ ﻓﻌﺎﻝ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻤﺪﻳﺮ‬:C ‫ﺍﻻﺳﺘﺎﺫ‬
leadership practices of the Principal on all ICT ‫ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻻﻧﺸﻄﺔ ﺍﻟﻤﺘﻌﻠﻘﻪ ﻓﻲ ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻡ‬
activities we see today in the school. The .‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻲ ﻧﺮﺍﻫﺎ ﺍﻟﻴﻮﻡ ﺑﺎﻟﻤﺪﺭﺳﺔ‬
Principal proceeded to urge and encourage us to ‫ﺍﻟﻤﺪﻳﺮ ﻭﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ﻳﺤﺚ ﻭﻳﺤﻔﺰ ﺍﻟﺠﻤﻴﻊ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ‬
use ICT in the school through multiple levels, ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﻣﻦ ﺧﻼﻝ ﻋﺪﺕ ﻣﺴﺘﻮﻳﺎﺕ ﻣﻨﻬﺎ ﻣﺎ ﻳﺘﻢ ﻣﻦ‬
including the School Board, the heads of ‫ﺧﻼﻝ ﻣﺠﻠﺲ ﺍﺩﺍﺭﺓ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻭ ﻣﻦ ﺧﻼﻝ ﺭﺅﻭﺳﺎء ﺍﻻﻗﺴﺎﻡ ﺍﻭ ﻣﻊ‬
departments, and teachers. His practices were the ‫ ﻣﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ ﻛﺎﻧﺖ ﻫﻲ ﺍﻟﻤﺤﺮﻙ‬.‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﺑﺸﻜﻞ ﻓﺮﺩﻱ‬
main motivational force for embedding ICT ‫ ﻓﻲ‬.‫ﺍﻻﺳﺎﺳﻲ ﻭﺍﻟﻘﻮﻣﺔ ﺍﻟﺪﺍﻓﻌﻪ ﻟﺘﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﺘﺪﺭﻳﺲ‬
teaching. At the beginning of the academic year, ‫ﺑﺪﺍﻳﺔ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﻤﺪﻳﺮ ﻭﺿﺢ ﻭﺷﺮﺡ ﻟﻠﺠﻤﻴﻊ ﺍﻥ ﺗﻘﻴﻴﻢ ﺍﻟﻜﻔﺎءﻩ‬
the Principal explained to all teachers that using ‫ﻣﺮﺗﺒﻂ ﺑﺸﻤﻞ ﻣﺒﺎﺷﺮ ﻓﻲ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻫﺬﺍ ﺍﻟﺘﻄﺒﻴﻖ‬
ICT is the standard of excellent work...this ‫ﻣﺮﺗﺒﻂ ﺑﺘﻘﻴﻴﻢ ﺍﻻﻣﺘﻴﺎﺯ ﺑﻤﻌﻨﻲ ﺍﻥ ﺍﻟﻤﻌﻠﻢ ﺍﻟﺬﻱ ﻻ ﻳﺴﺘﺨﺪﻡ ﻟﻦ ﻳﺤﺼﻞ‬
directly affected many teachers’ behaviour. The ‫ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﺍﻻﻣﺘﻴﺎﺯ ﻭﻛﻤﺎ ﺗﻌﻠﻢ ﺍﻥ ﺗﻘﺪﻳﺮ ﺍﻻﻣﺘﻴﺎﺯ ﻳﻌﻨﻲ ﺑﻮﻧﺺ‬
Principal’s personal attention and the continuing ‫ﺭﺍﺗﺐ ﻭﺗﺼﻒ ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻻﻣﻮﺍﻝ ﺗﺄﺛﺮ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻓﻲ ﺳﻠﻮﻙ‬
support, and attempts to improve the level of ICT ‫ ﺍﻻﻫﺘﻤﺎﻡ‬:‫ ﻭﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺍﻥ ﺍﻟﺨﺺ ﺍﻟﻨﻘﺎﻁ ﺑﺎﻟﺘﺎﻟﻲ‬.‫ﺍﻟﻤﻌﻠﻤﻴﻦ‬
use in the school were the most significant ‫ ﻭﻣﺤﺎﻭﻻﺕ ﺗﺤﺴﻴﻦ ﻣﺴﺘﻤﺮ‬,‫ ﺍﻟﺪﻋﻢ ﺍﻟﻤﺴﺘﻤﺮ‬,‫ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺪﻳﺮ‬
leadership practices of the Principal. (Q/CG/A) ‫ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻛﺎﻧﺖ ﻫﻲ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺤﻔﺰﺓ‬
.(Q/CG/A)‫ﻭﺫﺍﺕ ﺍﻟﺘﺄﺛﻴﺮ ﺍﻟﻔﻌﺎﻝ ﻋﻠﻰ ﺍﻟﺠﻤﻴﻊ‬
DG/A: Yes. There were impacts of leadership ‫ ﻧﻌﻢ ﻫﻨﺎﻙ ﺗﺄﺛﻴﺮ ﻣﺒﺎﺷﺮ ﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻋﻠﻰ‬:D ‫ﺍﺳﺘﺎﺫ‬
practices by our Principal on the use of ICT in the ‫ ﻭﻳﻤﻜﻦ ﺣﺼﺮ ﻫﺬﺍ‬.‫ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
school. This influence was through the practice of ,‫ﺍﻟﺘﻮﺟﻴﺔ‬, ‫ﺍﻟـﺘﺄﺛﻴﺮ ﺑﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻔﻌﺎﻟﻪ ﻓﻲ ﺟﻮﺍﻧﺐ ﺍﻟﺘﺤﻔﻴﺰ‬
stimulation, guidance and encouragement by the ‫ﻭﺍﻟﺤﺚ ﺍﻟﺘﻲ ﺗﻤﺎﺭﺱ ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻤﺪﻳﺮ ﻭﻓﺮ ﻟﻨﺎ ﺍﻻﻧﺘﺮﻧﺖ‬
310
Principal. The Principal made the Internet ‫ ﻭﻛﺬﻟﻚ ﻭﻓﺮ ﻟﻨﺎ ﺍﻟﻤﺪﻳﺮ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﻟﺪﻋﻢ‬.‫ﺑﺎﻟﻤﺪﺭﺳﺔ‬
available in school. The Principal also provided ‫ﺍﻻﺯﻡ ﻭﻟﻮﻻ ﻫﺬﻩ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻤﺒﺎﺷﺮ ﻣﻦ ﺍﻟﻤﺪﻳﺮ ﻟﻤﺎ‬
us with equipments and support...the school .(Q/DG/A) ‫ﻭﺻﻠﻨﺎ ﺍﻟﻰ ﻫﺬﺍ ﺍﻟﻤﺮﺣﻠﺔ ﻣﻦ ﺍﻻﺳﺘﺨﺪﺍﻡ‬
without these practices and attention by the
Principal would not be in this stage with ICT.
(Q/DG/A)
EG/A: Yes, the Principal’s leadership had an ‫ ﻧﻌﻢ ﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻘﻴﺎﺩﻳﺔ ﺗﺄﺛﻴﺮ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﻭﺍﻟﻴﺔ‬:E ‫ﺍﻻﺳﺘﺎﺫ‬
impact on the ICT embedding processes and ‫ ﺍﻧﺎ ﺷﺨﺼﻴﺎ ﻃﻮﺭﺕ ﻣﻦ ﺫﺍﺗﻲ ﻭﻗﺪﺭﺍﺗﻲ‬,‫ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
teacher teaching practices. Personally, I have ‫ ﻭﺑﺎﻟﻄﺒﻊ ﺍﻟﺴﺒﺐ ﺍﻟﺮﺋﻴﺴﻲ‬.‫ﻭﺑﺪﺍﺕ ﺍﺳﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟﺘﻘﻴﻨﺎﺕ ﺑﺎﻟﺘﺪﺭﻳﺲ‬
developed these and started to use ICT in ‫ﻟﻤﺜﻞ ﻫﺬﺍ ﺍﻟﺘﺤﻮﻝ ﻟﺪﻱ ﻫﻮ ﻣﻤﺎﺭﺍﺕ ﺍﻟﻤﺪﻳﺮ ﻭﺧﺼﻮﺻﺎ ﺍﻟﺤﺚ‬
teaching. This was because of the Principal’s .(Q/EG/A)‫ﻭﺍﻟﺘﺤﻔﻴﺰ‬
urgency and encouragement (Q/EG/A).
311
312
Appendix J: An Arabic Version of School B Documents Cited
313
314
315
316
317
318
319
320
‫‪Appendix K: School B Interview and Questionnaire Citations of the School‬‬
‫‪Principal‬‬
‫‪B/P: I am able to make link between the budget‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬ﺇﻳﻪ ﺇﻳﻪ ﻭﺍﻳﺪ ﺃﺳﺘﺎﺫﻱ ﻳﻌﻨﻲ ﻃﺒﻌﺎ ﻻﻥ ﻛﺎﻧﺖ ﺗﻨﻘﺼﻨﺎ ﻃﺒﻌﺎ‬
‫‪and the school needs. I managed to increase the‬‬ ‫ﺍﻟﺪﺍﺗﺎﺷﻮ ﺗﻨﻘﺼﻨﺎ ﺍﻟﻼﺑﺘﻮﺑﺎﺕ ﺗﻨﻘﺼﻨﺎ ﺍﻟﻜﻤﺒﻴﻮﺗﺮﺍﺕ‪,‬ﻓﻜﺎﻥ ﺗﺨﺎﻃﺐ‬
‫‪school budget by seeking support from the local‬‬ ‫ﻋﻠﻰ ﻃﻮﻝ ﻣﻊ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺍﻟﻠﻲ ﻓﻲ ﺍﻟﺪﻭﻟﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺠﻤﻌﻴﺎﺕ‬
‫‪organisations; we got more than 10 computers‬‬ ‫ﺍﻟﺘﻌﺎﻭﻧﻴﺔ ‪ ,‬ﻓﻲ ﺑﻌﺾ ﺍﻟﺒﻨﻮﻙ ﻣﺎ ﻗﺼﺮﻭﺍ ﻛﺎﻧﻮﺍ ﻳﺰﻭﺩﻭﻧﺎ ﺑﺎﻟﺪﺍﺗﺎﺷﻮﺍ‬
‫‪and three laptops from them…but I wish to have‬‬ ‫ﻭﻳﺰﻭﺩﻭﻧﺎ ﺏ‪ 3‬ﺍﻟﻼﺑﺘﻮﺏ ﻭﻋﺸﺮ ﺍﺟﻬﺰﺕ ﻛﻤﺒﻴﻮﺗﺮ‪ ,‬ﺃﻧﺎ ﻛﻤﺪﻳﺮﺓ‬
‫‪more supports to achieve my desire (Lines: 105-‬‬ ‫ﻣﺪﺭﺳﺔ ﺟﺎﻧﻲ ﺇﻫﺪﺍء ﻻﺑﺘﻮﺏ ﻻﻥ ﺇﺣﻨﺎ ﻋﻨﺪﻧﺎ ﻣﻮ ﺍﻟﺒﻮﺭﺗﺎﺑﻞ‬
‫)‪109.P/B‬‬ ‫)ﺍﻟﻤﺤﻤﻮﻝ( ﻋﻨﺪﻧﺎ ﻫﺬﺍ ﺍﻟﻔﻜﺴﺪ )ﺍﻟﻜﻤﺒﻴﻮﺗﺮ( ﻓﺎﻧﺎ ﻛﻤﺪﻳﺮﺓ ﻣﺪﺭﺳﺔ‬
‫ﻣﺪﻳﺮﺓ ﻣﺴﺎﻋﺪﺓ ﺟﺎﻧﻲ ﺇﻫﺪﺍء ﻻﺑﺘﻮﺏ ﺣﻘﻲ ﻭﺣﻖ ﻣﺪﻳﺮﺍﺗﻲ‬
‫ﺍﻟﻤﺴﺎﻋﺪﺍﺕ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﺗﺴﻬﻴﻞ ﻟﻠﻌﻤﻞ )‪Lines: 105-‬‬
‫‪(109.P/B‬‬
‫‪P/B: As for simple crashes, they are repaired‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ‪.... :‬ﺑﺎﻟﻤﻴﺰﺍﻧﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻗﺎﺩﺭﺓ ﺃﻭﻓﺮ ﺑﺲ ﺍﻃﻤﺢ ﻷﻛﺜﺮ ‪ ,‬ﺃﻧﺎ‬
‫]‪directly...but big crashes require help from [the‬‬ ‫ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻱ ﻟﻮ ﻳﻔﻀﻮﻧﻲ ﺃﻧﺎ ﻛﻤﺪﻳﺮﺓ ﻣﺪﺭﺳﺔ ﻭﻳﺸﻴﻠﻮﻥ ﻋﻨﻲ ‪,‬‬
‫‪district...I have not got enough funds to manage‬‬ ‫ﻳﺸﻴﻠﻮﻥ ﻣﻦ ﺃﻋﻤﺎﻝ ﺍﻟﻤﻴﺰﺍﻧﻴﺔ ﺍﻟﺼﻴﺎﻧﺔ ﻭﺗﺘﻜﻔﻞ ﻓﻴﻬﺎ ‪ ,‬ﺣﺘﻰ ﺍﻟﺼﻴﺎﻧﺔ‬
‫‪big maintenance actions...[which] are undertaken‬‬ ‫ﺍﻟﺒﺴﻴﻄﺔ ﺃﺳﺘﺎﺫ ﻳﻘﻮﻟﻮﻥ ﻟﻲ ﺍﻟﺼﻴﺎﻧﺔ ﺍﻟﻜﺒﻴﺮﺓ ﻋﻠﻰ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺼﻴﺎﻧﺔ‬
‫‪by the maintenance department of the district‬‬ ‫ﺍﻟﺒﺴﻴﻄﺔ ﺧﻠﻮﻫﺎ ﻋﻠﻴﻜﻢ ﺍﻧﺘﻢ ﻛﺈﺩﺍﺭﺓ ﻣﺪﺭﺳﺔ‪,‬ﺃﻧﺎ ﻣﺎ ﺃﺑﻲ ‪ ,‬ﺃﻧﺎ ﺧﻠﻮ ﻟﻲ‬
‫)‪(Lines: 210-215. P/B‬‬ ‫ﺃﺳﺘﺎﺫ ﺑﺎﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﺗﺼﻞ ﻋﻠﻴﻪ ﻭﺃﻗﻮﻝ ﻟﻔﻼﻥ ﺍﻟﻔﻼﻧﻲ ﺗﻌﺎﻝ‬
‫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
‫‪P/B: the Ministry of Education (MoE) has plans‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬ﻫﻮ ﺃﺳﺘﺎﺫ ﻫﻲ ﺍﻟﻮﺯﺍﺭﺓ ﻋﻨﺪﻩ ﺧﻄﻂ ﻟﻠﻤﺴﺘﻘﺒﻞ ﻭﻣﺸﺮﻭﻉ‬
‫‪and projects for the future. These plans and‬‬ ‫ﻭﺍﻟﺤﻜﻮﻣﺔ ﻭﺑﺮﻧﺎﻣﺞ ﺍﻟﺤﻜﻮﻣﺔ ﻭﺧﻄﻂ ﺗﻨﻤﻴﺔ ﻭﻣﺎ ﺧﻄﻂ ﺗﻨﻤﻴﺔ ‪ ,‬ﻫﻲ‬
‫‪projects are linked to the Government’s program‬‬ ‫ﻗﺎﻋﺪﺓ ﺗﻮﻓﺮ ﺃﺳﺘﺎﺫ ﻗﺎﻋﺪﺓ ﺗﻮﻓﺮ ﺃﻣﺎﻧﺔ) ‪Lines: 203-‬‬
‫‪and development plans (Lines: 203- 204.P/B).‬‬ ‫‪ ...(204.P/B‬ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬ﺃﺳﺘﺎﺫﻱ ﻃﺒﻌﺎ ﺍﻧﺖ ﻣﺜﻠﻤﺎ ﺍﻧﺖ ﻋﺎﺭﻑ ﺇﺣﻨﺎ‬
‫‪There is no way to keep pace with global‬‬ ‫ﻋﺎﻳﺸﻴﻦ ﻓﻲ ﺛﻮﺭﺓ ﺍﻟﻠﻲ ﻫﻮ ﺍﻟﻤﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻣﺎ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺧﺎﺻﺔ ﺇﻥ‬
‫‪development without up-to-date curriculum‬‬ ‫ﺍﻟﺤﻴﻦ ﺭﺅﻳﺔ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺠﻮﺩﺓ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‪ ,‬ﻭﺃﻭﻝ ﻋﺸﺎﻥ ﺇﻧﻲ‬
‫‪development and training for our students, and so‬‬ ‫ﺃﻃﺒﻖ ﺍﻟﺠﻮﺩﺓ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻳﻔﺘﺮﺽ ﺍﻧﻮ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺒﺴﻴﻄﺔ ﻫﺬﻩ‬
‫‪provide the main base for all development, which‬‬ ‫ﺗﻜﻮﻥ ﻣﺘﻮﻓﺮﺓ ﻋﻨﺪﻱ ﻳﻌﻨﻲ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ .‬ﻳﻤﻜﻦ ﺇﺣﻨﺎ ﺇﻟﻰ ﺍﻟﺤﻴﻦ ﻣﺎ‬
‫‪is a qualified labour force (Lines: 284-‬‬ ‫ﻗﺪﺭﻧﺎ ﻧﻼﺣﻖ ﺍﻟﺪﻭﻝ ﺍﻟﻠﻲ ﺑﺮﻩ ﻛﻞ ﻳﻮﻡ ﻭﻫﻮ ﻗﺎﻋﺪ ﻳﻄﻠﻊ ﻟﻲ ﺑﺮﻧﺎﻣﺞ‬
‫‪290.P/B)...The Vision is centralised and formed‬‬ ‫ﺟﺪﻳﺪ ﻛﻞ ﻳﻮﻡ ﻗﺎﻋﺪ ﻳﻄﻠﻊ ﻟﻲ ﻣﺴﺘﺠﺪ ﺟﺪﻳﺪ ﻭﻫﺬﻩ ﺍﻟﺘﻄﻮﺭﺍﺕ‬
‫‪by the MoE. In school, I need to plan every‬‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻫﻲ ﺍﺳﺎﺱ ﺍﻱ ﺗﻄﻮﺭ ﺍﻗﺘﺼﺎﺩﻱ ﻭﺍﻋﺪﺍﺩ ﻃﺎﻟﺒﺎﺗﻨﺎ ﻣﻦ‬
‫‪vision to be implemented...I need to convince‬‬ ‫ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺿﺮﻭﺭﻱ ﺟﺪﺍ ﻻﻱ ﺗﻄﻮﺭ‬
‫‪teachers to embrace the vision through‬‬ ‫ﺍﻗﺘﺼﺎﺩﻱ ﻣﺴﺘﻘﺒﻠﻲ‪ .‬ﻟﻜﻦ ﺃﻧﺎ ﻋﻠﻰ ﻃﻮﻝ ﺃﻧﺎ ﻣﺜﻠﻤﺎ ﻗﻠﺖ ﻟﻚ ﺃﺳﺘﺎﺫﻱ‬
‫‪discussions, showing the benefits, and to make‬‬ ‫ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻲ ﺃﺣﺐ ﻭﺍﻳﺪ ﺃﺩﺵ ﻋﻠﻰ ﺍﻻﻧﺘﺮﻧﺖ ﻭﺍﻳﺪ ﺃﻗﺮﺍ ﻭﺍﻳﺪ‬
‫‪sure needs are met (P/B-Q).‬‬ ‫ﺃﺷﻮﻑ ﺃﻱ ﺟﺪﻳﺪ ﻭﺧﺎﺻﺔ ﻋﻨﺪﻱ ﻣﺸﺘﺮﻛﺔ ﺑﻤﻮﺍﻗﻊ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺸﺘﺮﻛﺔ‬
‫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/B‬ﺍﻟﺮﺅﻳﺔ 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).‬‬
‫‪P/B: I have made great efforts to persuade‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬ﺣﺘﻰ ﻧﻘﻌﺪ ﻭﻳﺎﻫﻢ ﻭﻧﻨﺎﻗﺸﻬﻢ ﻣﻦ ﺍﺟﻞ ‪ -‬ﻳﻘﻮﻟﻮﻥ ﻻ – ﺇﺣﻨﺎ‬
‫‪teachers and academic supervisors...to promote‬‬ ‫ﻣﺜﻼ ﻋﻠﻰ ﺍﻓﺘﺮﺍﺽ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﺣﻨﺎ ﻓﻲ ﻫﺬﻱ ﻣﻬﺎﺭﺍﺕ ﻓﻲ ﻋﻨﺪﻧﺎ‬
‫‪an agreement about anything among staff, I need‬‬ ‫ﻭﺍﻳﺪ ﻛﺘﺎﺑﺔ ﻧﻜﺘﺐ ﻓﻲ ﺗﻘﻮﻳﻢ ﻧﺤﺘﺎﺟﻪ ﺍﻟﻠﻲ ﻫﻢ ﺍﻟﻤﺮﺍﺩﻑ ﻭﻣﺎ ﻣﺮﺍﺩﻑ‬
‫‪to inform them, explain the new action and the‬‬ ‫ﻃﺒﻌﺎ ﺍﻟﺸﻐﻼﺕ ﺍﻟﻔﻨﻴﺔ ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻌﻠﻮﻡ ‪ ,‬ﺍﻟﻌﻠﻮﻡ ﻻ ﻣﺼﺮﻳﻦ ﺇﻻ‬
‫‪benefits of the new practices, and I need to‬‬ ‫ﻳﺒﻮﻧﻪ ﻛﺘﺎﺑﺔ ﻳﺪﻭﻳﺔ)‪ ...(Lines: 85-95. P/B‬ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬ﺇﻳﻪ ﻭﺍﷲ‬
‫‪provide actual examples of the benefits, so I can‬‬ ‫ﺍﻧﺎ ﺍﻋﻤﻞ ﻫﺬﺍ ﺍﻟﺘﻮﺍﻓﻖ ﻣﻦ ﺧﻼﻝ ﺍﻋﻄﺎء ﺍﻻﻣﺜﻠﻪ ﻟﻠﻔﻮﺍﺋﺪ ﺍﻟﻤﺤﻘﻘﻪ ﻣﻦ‬
‫‪bring all staff on board. I need to listen to them,‬‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﺳﺘﻤﻊ ﻟﻮﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﻟﻠﻤﻌﻠﻤﺎﺕ ﻭﺍﻧﺎﻗﺸﻬﻦ‬
‫‪support them, and overcome any issue... now we‬‬ ‫ﺑﺸﻜﻞ ﻣﻨﻔﺘﺢ ﻭﺍﻗﺪﻡ ﻟﻬﻢ ﺍﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﻀﺮﻭﺭﻳﺔ ﺍﻟﺘﻲ ﻳﺤﺘﺎﺟﻬﺎ‬
‫‪have around 60-70 % of my staff using ICT‬‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‪ ,‬ﻫﻲ ﺗﺒﺪﻱ ﺷﻮﻱ ﺷﻮﻱ ﺃﺳﺘﺎﺫﻱ ﺃﻓﻀﻞ ﻳﻌﻴﻨﻲ ﺍﻟﺤﻴﻦ‬
‫‪devices in teaching (Lines: 85-95, 323-333. P/B).‬‬ ‫ﻳﻔﺘﺮﺽ ﺍﻧﻪ ﻓﻲ ﻧﻬﺎﻳﺔ ﻋﺎﻡ ﺩﺭﺍﺳﻲ ﺍﻟﻮﺍﺣﺪ ﻳﺸﻮﻑ ﺷﻨﻮ ﺍﻟﺴﻠﺒﻴﺎﺕ‬
‫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
‫‪P/B: if I visit a teacher who does not use ICT in‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬ﻫﻮ ﺃﺳﺘﺎﺫﻱ ﻟﻸﺳﻒ ﻓﻲ ﺑﻌﺾ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻣﺜﻠﻤﺎ ﺗﻔﻀﻠﺖ‬
‫‪teaching, I call her and discuss the issue. I remind‬‬ ‫ﻳﻌﻨﻲ ﻫﻢ ﺃﻭﻝ ﺷﻲ ﻛﺒﺎﺭ ﻭﺧﺪﻣﺘﻬﻢ ﻛﺒﻴﺮﺓ ﻓﻴﻌﻨﻲ ﺣﺘﻰ ﺍﻟﺮﺩ ﻟﻤﺎ ﻣﺜﻼ‬
‫‪her of the benefits and our commitment to‬‬ ‫ﺃﻧﺎﺩﻳﻬﺎ ﻭﺃﻗﻮﻝ ﻟﻬﺎ ﺣﺒﻴﺒﺘﻲ ﻳﻌﻨﻲ ﺩﺭﺳﻚ ﻛﺎﻥ ﺟﺪﺍ ﻋﺎﺩﻱ ﻟﻮ ﺟﺎﻳﺒﺔ‬
‫‪provide students with their needs. I tell her to just‬‬ ‫ﻟﻬﻢ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﺎﺭﺿﺔ ﻟﻬﻢ ﻟﻮ ﺍﺳﺘﺨﺪﻣﺖ ﻣﺜﻼ ﺑﻮﺭﺑﻮﻳﻨﺖ ﺧﻠﻨﺎ ﺑﻌﺪ‬
‫‪forget the job requirements and remember that‬‬ ‫ﻣﻦ ﺍﻟﺒﻮﺭﺑﻮﻳﻨﺖ – ﺃﻱ ﺷﻲ ‪ -‬ﺣﺘﻰ ﻟﻮ ﺟﻴﺒﺘﻲ ﻟﻬﻢ ﻭﺳﻴﻠﺔ – ﻃﻴﺐ ‪-‬‬
‫‪the ICT is now essential and everyone needs to‬‬ ‫ﻋﻠﻰ ﺃﺳﺎﺱ ﺇﻧﻬﺎ ﺗﻌﻴﻨﻚ ‪ ,‬ﺷﻮ ﺗﺮﺩ ﻋﻠﻲ ؟ ﻭﺍﷲ ﺃﻧﺎ ﺑﻌﺪ ﻛﻞ ﻫﻢ ‪,.....‬‬
‫‪deal with; I allow her to express her feeling and‬‬ ‫ﻗﻠﺖ ﻟﻬﺎ ﻳﺎ ﺣﺒﻴﺒﺘﻲ ﺧﻠﻲ ﺍﻟﺪﺭﺍﺳﺔ ﻫﺬﻱ ﻋﻠﻰ ﺟﻨﺐ ﺃﻧﺘﻲ ﺍﻟﺤﻴﻦ ﻟﻤﺎ‬
‫)‪listen to her (Lines: 340-349. P/B‬‬ ‫ﻳﺠﻴﻚ ﻭﻟﺪﻙ – ﻭﺍﷲ ﺍﻟﻌﻈﻴﻢ ﺃﺳﺘﺎﺫ ‪ ,‬ﻳﻌﻨﻲ ﺍﻟﺤﻴﻦ ﺍﻷﻃﻔﺎﻝ ﻣﺎ ﺷﺎء ﺍﷲ‬
‫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
‫‪P/B: I encourage and motivate staff in many‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ‪ :‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻼﺑﺘﻮﺏ ﻭﻋﻨﺪﻫﻢ ﻗﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻀﻴﺮ ﻋﻦ‬
‫‪ways. I recognise and appreciate their efforts,‬‬ ‫ﻃﺮﻳﻖ ﺍﻟﺘﺤﻔﻴﺰ ﻋﻦ ﻃﺮﻳﻖ ﺷﻬﺎﺩﺍﺕ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﻠﻲ ﺳﻠﻤﺖ ﻟﻬﻢ ﻋﻦ‬
‫‪reward them and help them to become willing to‬‬ ‫ﻃﺮﻳﻖ ﻛﻠﻤﺎﺕ ﺍﻟﺸﻜﺮ ﺍﻟﻠﻲ ﺃﻋﻄﺖ ﻟﻬﻢ ﻋﻦ ﻃﺮﻳﻖ ﻣﺜﻠﻤﺎ ﻗﻠﺖ ﻟﻚ‬
‫‪employ ICT by creating a positive competitive‬‬ ‫ﺍﻟﺘﺸﺠﻴﻊ ﺣﺴﻴﺖ ﺍﻧﻪ ﻓﻴﻬﻢ ﻣﻨﺎﻓﺴﺔ ﻓﺄﺗﻤﻨﻰ ﺇﻧﺸﺎء ﺍﷲ ﺣﺘﻰ ﺃﺳﺘﺎﺫﻱ ﺃﻧﺎ‬
‫‪approach among the teachers (Lines: 325-‬‬ ‫ﻛﻔﻜﺮﺓ ﺍﻟﺤﻴﻦ ﺇﻧﺸﺎء ﺍﷲ ﻋﻠﻰ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﻤﻘﺒﻞ ‪ ,‬ﺃﺣﺎﻭﻝ ﺍﺧﻠﻲ‬
‫‪328.P/B)...I takes care of their needs and‬‬ ‫ﺑﻴﻨﻬﻢ ﻣﻨﺎﻓﺴﺔ ﺍﻧﻪ ﻛﻞ ﻗﺴﻢ ﻋﻠﻤﻲ ﻛﻞ ﻗﺴﻢ ﻋﻠﻤﻲ ﻳﻔﺘﺮﺽ ﺍﻧﻪ ﻋﻠﻰ‬
‫‪establish a personal relationship with each‬‬ ‫ﺍﻷﻗﻞ – ﺑﻌﺪ ﻫﺬﺍ ﻷﻧﻪ ﻗﻠﺖ ﻟﻚ ﻫﻢ ﻳﻌﺎﺭﺿﻨﺎ ﺍﻟﺘﻮﺟﻴﻪ ﻣﺎ ﺗﻮﺟﻴﻪ‬
‫‪teacher...in every meeting I encourage them to‬‬ ‫)‪...(Lines: 325-328.P/B‬ﺇﻳﻪ ﺇﻳﻪ ﺇﻳﻪ ﺃﻧﺎ ﺃﺳﺘﺎﺫﻱ ﺃﻧﺎ ﻣﺜﻞ ﻣﺎ‬
‫‪use innovative way of articulating ICT devices...‬‬ ‫ﻗﻠﺖ ﻟﻚ ﺃﺳﺘﺎﺫ ﺃﻭﻝ ﺷﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻭ ﺃﻧﺎ ﻋﻨﺪﻱ ﺃﻭﻝ ﺷﻲ‬
‫‪offer teachers who spend extra time on finishing‬‬ ‫ﺃﻭﻝ ﺷﻲ ﺃﺳﺘﺎﺫﻱ ﺍﻻﺑﺘﺴﺎﻣﺔ – ﺳﺤﺮ ‪ -‬ﻭﺍﷲ ﺃﺳﺘﺎﺫﻱ ﻳﻌﻨﻲ ﺣﺘﻰ ﻫﻢ‬
‫‪tasks time off, as return for their efforts. (Lines:‬‬ ‫ﺍﻟﺤﻴﻦ ﻳﻌﺮﻓﻮﻧﻲ ﻣﺠﺮﺩ ﻣﺎ ﻫﺬﺍ‪ ...‬ﺃﺑﻠﻪ ﻧﻮﺍﻝ ﺍﻳﺶ ﻓﻴﺶ ‪ -‬ﺑﺲ ﻛﺬﻱ‬
‫)‪437-447.P/B‬‬ ‫ﻧﺎﻃﺮﻳﻦ ﺍﻻﺑﺘﺴﺎﻣﺔ ‪ , -‬ﺃﻧﺎ ﻋﻨﺪﻱ ﺳﺤﺮ ﺳﺒﺤﺎﻥ ﺍﷲ ﺳﺒﺤﺎﻥ ﺍﷲ ﻭﺍﷲ‬
‫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
‫‪P/B: here I must distinguish between the teacher‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ ‪:‬ﻭﺍﻳﺪ ﻭﺍﻳﺪ ﺃﺳﺘﺎﺫﻱ‪ ,‬ﺃﻧﺎ ﻣﺜﻠﻤﺎ ﻗﻠﺖ ﻟﻚ ﺃﺳﺘﺎﺫﻱ ﻳﻌﻨﻲ ﻻﻥ‬
‫‪who has a weakness in a particular aspect that‬‬ ‫ﻫﻢ ﺍﺭﺟﻊ ﻭ ﺃﻗﻮﻝ ﻟﻚ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻤﺘﺎﺯﺓ ﻭﻣﺮﺍﻋﺎﺗﻲ ﻟﻠﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ‬
‫‪needs further support, and the teacher who does‬‬ ‫ﻫﻢ ﻭﺍﻳﺪ ﻣﻤﺘﺎﺯﺓ‪ ...‬ﺗﻘﺪﻳﺮ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻣﺮ ﻣﻬﻢ ﻭﻫﻨﺎ ﻳﺠﺐ ﺍﻥ‬
‫‪not want to work...I actually help out and fully‬‬ ‫ﻧﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻢ ﺍﻟﺬﻱ ﻟﺪﻳﻪ ﺿﻐﻒ ﻓﻲ ﺟﺎﻧﺐ ﻣﻌﻴﻦ ﻭﻳﺠﺘﺎﺝ ﻣﺰﻳﺪﺍ‬
‫‪considered the circumstances of each teacher‬‬ ‫ﻣﻦ ﺍﻟﺪﻋﻢ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻭﺑﻴﻦ ﺍﻟﻤﻌﻠﻢ ﺍﻟﺬﻱ ﻻ ﻳﺮﻏﺐ ﺑﺎﻟﻌﻤﻞ ﻭﺑﺎﻟﺤﻘﻴﻘﺔ‬
‫‪322‬‬
‫‪individually through my observation of their‬‬ ‫ﺍﺳﺎﻋﺪ ﻭﺍﺭﻋﻲ ﺍﻟﻈﺮﻭﻑ ﻟﻜﻞ ﻣﻌﻠﻢ ﺑﺸﻜﻞ ﻣﻨﻔﺮﺩ ﻣﻦ ﺧﻼﻝ‬
‫‪abilities and individual potential...I offer teachers‬‬ ‫ﻣﻼﺣﻈﺘﻲ ﻟﻘﺪﺭﺍﺗﻪ ﻭﺍﻣﻜﺎﻧﻴﺎﺗﻪ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻗﺪﻡ ﻟﻬﻢ ﺍﻟﺪﻋﻢ ﺍﻟﻤﺒﺎﺷﺮ‬
‫‪direct support to strengthen their confidence. I‬‬ ‫ﻟﺘﻌﺰﻳﺰ ﺍﻟﺜﻘﺔ ﻟﺪﻳﻬﻢ ﻭﻣﻌﻠﻤﻪ ﺣﺎﺑﻪ ﻭﺗﺸﺘﻐﻞ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﺍﻟﺬﻛﻴﺔ‬
‫‪help teachers financially to develop their ICT‬‬ ‫ﺟﺘﻨﻲ ﻣﻦ ﺷﺎﻥ ﺗﻘﻮﻝ ﻟﻲ ﺃﺑﻠﻪ ﻧﻮﺍﻝ ﻫﺬﻱ ﻓﻲ ﺩﻭﺭﺓ ﻣﻨﺰﻟﻴﻨﻬﺎ ﻣﺪﺭﺳﺔ‬
‫‪skills. For example, I supported one teacher, last‬‬ ‫ﺍﻟﺒﻴﺎﻥ ﺛﻨﺎﺋﻴﺔ ﺍﻟﻠﻐﺔ ‪ ,‬ﻫﻤﺎ ﻻﻥ ﻫﻨﺎﻙ ﻋﻨﺪﻫﻢ ﻓﻠﻮﺱ ﻓﻴﻨﺰﻟﻮﻥ ﺣﻖ‬
‫‪month, to attend a private course about smart‬‬ ‫ﻣﻌﻠﻤﺎﺗﻬﻢ ﻓﻘﺎﻟﺖ ﻟﻲ ﺃﺑﻠﻪ ﻧﻮﺍﻝ ﺍﻧﻪ ﻗﻠﺖ ﻟﻬﺎ ﺍﻧﻪ ﺗﻜﻠﻔﺔ ﺍﻟﺪﻭﺭﺓ ﺑﻜﻢ‪ ,‬ﻛﺎﻥ‬
‫‪board, I paid the cost of this course (Lines: 475-‬‬ ‫ﺗﻘﻠﻲ ﺗﻜﻠﻔﺘﻬﺎ ﺗﻄﻠﻊ ﺧﻤﺲ ﻭﺃﺭﺑﻌﻴﻦ ﺩﻳﻨﺎﺭ‪ ,‬ﻗﻠﺖ ﻟﻬﺎ ﺗﺒﻴﻦ ﻛﺎﻥ ﺗﻘﻮﻝ‬
‫)‪483.P/B‬‬ ‫ﺇﻳﻪ ﺑﺲ ﺃﻧﺎ ﻳﻌﻨﻲ ﻣﺎ‪ ...‬ﻫﻲ ﻷﻧﻬﺎ ﻃﺒﻌﺎ ﺑﻌﺪ ﻣﻮ ﻛﻮﻳﺘﻴﺔ ﺃﻣﺎﻧﻪ ﻓﻘﻠﺖ‬
‫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.‬‬
‫‪P/B: I managed to open up the use of an email to‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬ﻣﺎ ﻋﻨﺪﻫﻢ ﻭﻻ ﻳﻌﺮﻓﻮﻥ ﺣﺘﻰ ﺍﺷﻠﻮﻥ ﻳﺼﻴﻐﻮﻥ ﺍﻻﻳﻤﻴﻞ‬
‫‪all teachers who did not know how to use it...I‬‬ ‫ﻭﻛﺬﺍ ﻓﻄﻠﺒﻨﺎ ﻣﻨﻬﻢ ﺍﻳﻤﻴﻼﺗﻬﻢ ﺣﺘﻰ ﻣﺴﺎﻋﺪﺓ ﺭﺋﻴﺴﺔ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ‬
‫‪also asked that computer science teachers‬‬ ‫ﻗﺎﻟﺖ ﺍﻟﻠﻲ ﻣﺎ ﺗﻌﺮﻑ ﺗﺤﻂ ﺗﻌﺎﻟﻮﺍ ﻟﻲ ﺃﻧﺎ ﺃﺣﻂ ﻟﻜﻢ ﺍﻳﻤﻴﻞ ﻟﻘﻴﻨﺎ ﺟﺪﺍ‬
‫‪conduct a small workshop for teachers who‬‬ ‫ﻭﺍﻳﺪ ﺗﺠﺎﻭﺏ ﻣﻨﻬﻢ ‪ ,‬ﺇﺿﺎﻓﺔ ﺃﺳﺘﺎﺫﻱ ﺇﻟﻰ ﺍﻟﻠﻲ ﺳﻮﻳﻨﺎ ﻟﻬﻢ ﺩﻭﺭﺓ ﻋﻠﻰ‬
‫‪lacked skills in using email, to explain how they‬‬ ‫ﺃﺳﺎﺱ ﺇﻧﻲ ﺃﻧﺎ ﺍﺷﻠﻮﻥ ﺍﻗﺮﺃ ﺍﻟﺒﺮﻳﺪ ﻣﺎﻟﻲ ﺑﺪﻭﻥ ﻻ ﺍﺩﺧﻞ ﻋﻠﻰ‬
‫)‪can use and benefit from it (390-392.P/B‬‬ ‫ﺍﻟﺼﻔﺤﺔ ﻧﻔﺴﻬﺎ ‪ -‬ﺳﻮﻳﻨﺎﻫﺎ ﻟﻬﻢ ﺑﻘﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ‪ ,‬ﻓﻲ ﺑﻌﺪ ﻭﺭﺷﺔ‬
‫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
‫‪P/B: I share the information with the heads of‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬ﻳﻔﺘﺮﺽ ﺇﻧﻲ ﺃﻧﺎ ﻛﻤﺪﻳﺮﺓ ﻣﺪﺭﺳﺔ ﺍﻟﺤﻴﻦ ﺷﻨﻮ ؟ ﻳﻔﺘﺮﺽ‬
‫‪department, and use my personal observations, as‬‬ ‫ﺇﻧﻲ ﺍﺟﺘﻤﻌﺖ ﻣﻊ ﻣﻌﻠﻤﺎﺗﻲ ‪ ,‬ﺍﺟﺘﻤﻌﺖ ﻣﻊ ﻃﺎﻟﺒﺎﺗﻲ ‪ ,‬ﺍﺟﺘﻤﻌﺖ ﺣﺘﻰ‬
‫‪well as ask the teachers, so that I can identify‬‬ ‫ﻣﻊ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ‪ ,‬ﺷﻨﻮ ﺗﺒﻮﻧﻪ؟ ﺷﻨﻮ ﺍﻟﻠﻲ ﺍﻧﺘﻢ ﻣﺤﺘﺎﺟﻴﻨﺔ؟ ﺑﺤﻴﺚ ﺇﻧﻲ‬
‫)‪their training needs (Lines: 520-526‬‬ ‫ﺃﻧﺎ ﺃﺣﻂ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻠﻲ ﺍﻧﺘﻮ ﻣﺤﺘﺎﺟﻴﻨﻬﺎ – ﻳﻔﺘﺮﺽ! ﻃﻴﺐ‬
‫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
‫‪P/B: I conducted workshops for new teachers and‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ‪ :‬ﻟﻘﺪ ﻋﻤﻠﺖ ﻭﺭﺵ ﻋﻤﻞ ﻟﻠﻤﻌﻠﻤﺎﺕ ﺍﻟﺠﺪﻳﺪﺍﺕ ﻭﻛﺬﻟﻚ ﻭﺭﺷﺔ‬
‫‪another workshop for teachers with supervisory‬‬ ‫ﻋﻤﻞ ﻟﻠﻤﻌﻠﻤﺎﺕ ﺍﻟﻤﻜﻠﻔﺎﺕ ﻓﻲ ﻣﻬﺎﻡ ﺍﺷﺮﺍﻓﻴﻪ ﺑﺎﻟﻤﺪﺭﺳﺔ)‪(P/B-Q‬‬
‫)‪jobs (P/B-Q‬‬
‫‪P/B: I distribute catalogues and other materials‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ‪ :‬ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﺃﻧﺎ ﻛﻨﺖ ﺍﺩﺧﻞ ﻋﻠﻰ ﺍﻟﻨﺖ‪ ,‬ﺑﺪﻳﺖ ﺃﻋﻄﻴﻬﻢ‬
‫‪related to ICT and tell the teachers to read it...at‬‬ ‫ﻣﺜﻞ ﺍﻟﻘﺮﺍءﺍﺕ ﺍﻟﻤﻮﺟﻬﺔ ﻧﺸﺮﺍﺕ ‪ ,‬ﺣﺒﺎﻳﺒﻲ ﻫﺬﻩ ﻣﻮﺍﻗﻊ ﻃﻠﻌﺘﻬﺎ ﻟﻜﻢ‬
‫‪some meetings, I inform the teachers about some‬‬ ‫ﺗﻔﻀﻠﻮﺍ‪ ,‬ﻓﻲ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻣﺠﻠﺲ ﺍﻹﺩﺍﺭﺓ ﻛﻨﺖ ﺃﻭﺯﻋﻬﺎ ﻋﻠﻴﻬﻢ‬
‫‪websites related to ICT in education, and I invite‬‬ ‫ﺍﻟﻤﻮﺍﻗﻊ ﻫﺬﻱ ﻭﺍﻳﺪ ﺣﻠﻮﺓ ﺗﺨﺪﻣﻜﻢ)‪...(Lines: 52-54.P/B‬‬
‫‪them to visit the sites (Lines: 52-54.P/B)...I‬‬ ‫ﺍﻟﻼﺑﺘﻮﺏ ﻛﺎﻥ ﻣﻌﺎﻱ ﻳﻮﻣﻴﺎ ﺣﺘﻰ ﺑﺎﺟﺘﻤﺎﻋﺎﺗﻲ ﺑﻜﺬﺍ ‪,‬ﻷﻧﻲ ﺃﻧﺎ ﻣﻦ‬
‫‪intentionally bring my laptop to every meeting‬‬ ‫ﺍﻟﻨﻮﻉ ﻣﺜﻠﻤﺎ ﻳﻤﻜﻦ ﻗﻠﺖ ﻟﻚ ﺃﺳﺘﺎﺫ ﻣﺤﻤﺪ ﺃﻧﺎ ﻣﻮ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻲ ﺃﺣﺐ‬
‫‪and use data shows to display some content‬‬ ‫ﺍﻻﻭﺭﺩﺭ)ﺍﻟﻄﻠﺐ( ﻣﻮ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻲ ﻣﺜﻼ ﺍﻭﻛﻲ ﻣﻜﺘﻮﺏ ﻭﺗﻌﺎﻝ ﻭﻗﻊ‬
‫‪(Lines: 117-120.P/B)... I use email to contact‬‬ ‫ﻋﻠﻴﻬﺎ ﻫﺬﻱ ﻧﺸﺮﺍﺕ ﻣﻮﺟﻬﺔ ﻭﺍﻗﺪﺭ ﺃﻃﺮﺷﻬﺎ ﻟﻬﻢ‪ ,‬ﻟﻜﻦ ﺃﻧﺎ ﺃﺑﻲ ﻫﺎ‬
‫‪other departments. I attend the school forum and‬‬ ‫ﺍﻹﻧﺴﺎﻥ ﻳﺴﺘﻔﻴﺪ ﺑﻌﺮﺽ ﺷﻴﻖ ﺑﻄﺮﻳﻘﺔ ﺣﻠﻮﺓ ﻟﻠﻌﺮﺽ) ‪Lines:‬‬
‫‪interact with my students...sometimes the‬‬ ‫‪ ...(117-120.P/B‬ﺃﻧﺎ ﻋﻨﺪﻱ ﻣﻮﻗﻊ ﺍﻟﻜﺘﺮﻭﻧﻲ ﻋﻨﺪﻱ ﺃﻳﻤﻴﻞ‬
‫‪students communicate with me by email (Lines:‬‬ ‫ﺃﺗﻮﺍﺻﻞ ﻓﻴﻪ ﺑﻴﻨﻲ ﻭﺑﻴﻦ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ ﻭﺑﻴﻨﺎ ﻭﺑﻴﻦ ﺍﻟﻄﺎﻟﺒﺎﺕ‬
‫‪133-135.P/B).‬‬ ‫‪,‬ﻭﺯﻋﻨﺎﻩ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺤﻴﺚ ﺃﻧﻬﻢ ﻳﻘﺪﺭﻭﻥ ﺃﻱ ﺷﻲ ﻳﻜﺘﺒﻮﻧﻪ ﻟﻲ‬
‫‪,‬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
‫‪P/B: I believe that human relationships, trust, and‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬ﻫﻮ ﺃﻫﻢ ﺷﻲ ﺃﺳﺘﺎﺫﻱ ﻫﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ‪ ,‬ﺗﺮﻯ ﺃﻫﻢ‬
‫‪encouragement are the most effective ways to‬‬ ‫ﺷﻲ ﺑﺎﻟﻌﻤﻞ ﻳﻌﻨﻲ ﺍﻧﺘﻪ ﻛﻠﻤﺎ ﺃﻋﻄﻴﺖ ﻫﺎ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻠﻲ ﻗﺪﺍﻣﻚ ﺍﻟﺜﻘﺔ‬
‫‪build a collaborative culture in school...the staff‬‬ ‫ﻭﻛﻠﻤﺎ ﻋﻄﻴﺘﻪ ﺣﻔﺰﺗﻪ ﻭﻛﻠﻤﺎ ﻗﻠﺖ ﻟﻪ ﺍﻧﺖ ﻣﺘﻤﻴﺰ‪,‬ﻷﻧﻪ ﻻﺑﺪ ﻓﻴﻪ‬
‫‪number is large so I have to build human‬‬ ‫ﺍﻳﺠﺎﺑﻴﺎﺕ ﺍﺳﺘﺤﺎﻟﺔ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﺍﻟﻠﻲ ﻗﺪﺍﻣﻚ ﻫﺬﺍ ﻛﻠﻪ ﺳﻠﺒﻲ‪,‬‬
‫‪relationships, and trust, with everyone in the‬‬ ‫ﺍﺳﺘﺤﺎﻟﺔ ﺃﺳﺘﺎﺫ‪ ,‬ﻓﻤﺜﻠﻤﺎ ﻗﻠﺖ ﻟﻚ ﺃﻧﺎ ﺟﻴﺖ ﻫﻨﺎ ﺍﻟﺜﻼﺛﺔ ﻭﺍﻟﺜﻤﺎﻧﻴﻦ‬
‫‪323‬‬
‫‪school to obtain their commitment so that they‬‬ ‫ﻣﻌﻠﻤﺔ ﻣﺎ ﺍﻋﺮﻓﻬﻢ ﻭﺍﻟﺜﻼﺙ ﻋﺸﺮﺓ ﺃﺩﺭﺍﻳﺔ ﻧﻔﺲ ﺍﻟﻄﺮﻳﻘﺔ ﻣﺎ ﺍﻋﺮﻓﻬﻢ ‪,‬‬
‫‪work as a family (179-189.P/B)…I asked the‬‬ ‫ﻓﺘﻌﺮﻑ ﺃﺳﺘﺎﺫ ﺃﻧﺎ ﺃﺑﻲ ﺍﻟﻢ ﺍﻷﺳﺮﺓ ﻫﺬﻱ ﻛﻠﻬﺎ ﺍﺷﻠﻮﻥ ‪ ,‬ﻓﺤﺘﻰ ﻣﻦ‬
‫‪geography and science departments to conduct‬‬ ‫ﺧﻼﻝ ﺃﻭﻝ ﺍﺟﺘﻤﺎﻉ ﻗﻠﺖ ﻟﻬﻢ ﺇﺣﻨﺎ ﻧﻌﻤﻞ ﻛﻔﺮﻳﻖ ﻋﻤﻞ‪ ,‬ﻓﺮﻕ ﺍﻟﻌﻤﻞ‬
‫‪module lessons together because these lessons‬‬ ‫ﺗﺮﻯ ﻫﺬﻱ ﺃﻫﻢ ﺷﻲ ﻻﻥ ﺃﻧﺎ ﺍﺳﺘﺤﺎﻟﺔ ﺍﻋﻤﻞ ﺑﺮﻭﺣﻲ ‪,‬ﻓﺈﺣﻨﺎ ﻋﻤﻠﻨﺎ‬
‫‪serve both their subjects. I even managed the‬‬ ‫ﻛﻔﺮﻳﻖ ﻋﻤﻞ‪ ,‬ﺷﻜﻠﻨﺎ ﻓﺮﻕ ﻋﻤﻞ ﻳﻌﻨﻲ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﻧﻌﻤﻞ ﻣﻊ‬
‫‪timing for them; I asked the geography‬‬ ‫ﺑﻌﺾ ﻭﻳﻄﻠﻊ ﺍﻟﻌﻤﻞ ﺩﺍﺋﻤﺎ ﺑﺎﺳﻢ ﺛﺎﻧﻮﻳﺔ ﺑﻲ ﺑﺎﻟﺴﺎﻟﻢ ﻷﻧﻲ ﺃﻧﺎ ﻻ ﺍﻋﻤﻞ‬
‫‪department to take the first part of the session and‬‬ ‫ﺑﺮﻭﺣﻲ ﻭﻻ ﺍﻧﺘﻢ ﺗﻌﻤﻠﻮﻥ ﺑﺮﻭﺣﻜﻢ ﺇﺣﻨﺎ ﻧﻄﻠﻊ ﺑﺎﺳﻢ ﺛﺎﻧﻮﻳﺔ ﺑﻲ‬
‫‪the science department to take the second part. I‬‬ ‫ﺑﺎﻟﺴﺎﻟﻢ‪ ,‬ﻓﺤﺴﻮﺍ ﺑﺎﻷﻣﺎﻥ ﺣﺴﻮﺍ ﺑﺎﻟﺜﻘﺔ ﺣﺴﻮﺍ ﺍﻧﻪ ﺃﺑﻠﻪ ﻧﻮﺍﻝ ﻣﺠﺮﺩ ﻣﺎ‬
‫‪also initiated the collaboration with other schools.‬‬ ‫ﻳﻌﻤﻠﻮﻥ ﺃﻱ ﻋﻤﻞ ﻛﺎﻧﺖ ﻭﺍﻗﻔﺔ ﻣﻌﺎﻫﻢ ﺗﺸﺎﺭﻛﻬﻢ ﺣﺘﻰ ﻣﺜﻠﻤﺎ ﺗﻔﻀﻠﺖ‬
‫)‪(Lines: 267-281.P/B‬‬ ‫ﺃﺳﺘﺎﺫﻱ ﺍﻭﻝ ﻣﺎ ﻳﻨﻌﺮﺽ ﻳﻌﻄﻮﻧﻲ ﺍﻟﺴﻴﺪﻱ ﻓﺜﺎﻧﻲ ﻳﻮﻡ ﺃﺷﻴﺪ‬
‫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.189-179‬ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬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
‫‪P/B: I believe the work needs the efforts of all‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬ﺇﻳﻪ ﻫﻮ ﻷﻧﻪ ﺃﺳﺘﺎﺫﻱ ﻣﺜﻠﻤﺎ ﻗﻠﺖ ﺃﻧﺎ ﻣﺆﻣﻨﻪ ﺑﻔﺮﻕ ﺍﻟﻌﻤﻞ‬
‫‪staff; so I built a number of teams to help me and‬‬ ‫ﻭﺍﻟﻌﻤﻞ ﺍﻟﺠﻤﺎﻋﻲ‪ ,‬ﺃﻧﺎ ﻓﺮﻕ ‪ -‬ﻓﺮﻕ ﻋﻤﻞ ﻋﻨﺪﻱ‪ -‬ﻃﺒﻌﺎ ﻓﻲ ﻋﻨﺪﻧﺎ‬
‫‪to work on achieving our goals. For example, we‬‬ ‫ﻓﺮﻕ ﻟﻠﺘﺨﻄﻴﻂ‪ ,‬ﻋﻨﺪﻱ ﻓﺮﻕ ﻟﻠﺘﺤﺴﻴﻦ ‪,‬ﻋﻨﺪﻱ ﻓﺮﻕ ﻟﻠﻤﺘﺎﺑﻌﺔ‪,‬ﻋﻨﺪﻱ‬
‫‪have a planning team, a team that is concerned‬‬ ‫ﻓﺮﻕ ﺍﻟﻠﻲ ﻫﻮ ﺁﺧﺮ ﺷﻲ ﻳﻮﺻﻞ ﻋﻨﺪ ﻓﺮﻳﻖ ﺍﻟﺤﺎﺳﻮﺏ ﺍﻟﻠﻲ ﻫﻮ ﻓﺮﻳﻖ‬
‫‪with improving the system of school work, a‬‬ ‫ﺍﻟﺘﻮﺛﻴﻖ‪ .‬ﻓﻬﻤﺎ ﻋﺎﺭﻓﻴﻦ ﺍﻧﻪ ﻭﺍﷲ ﺃﻱ ﺷﻲ ﺗﺴﻮﻭﻧﻪ ‪,‬ﺃﻱ ﺩﺭﺱ‬
‫‪team that is concerned with the follow-up‬‬ ‫ﻧﻤﻮﺫﺟﻲ ﺗﺴﻮﻭﻧﻪ‪ ,‬ﺃﻱ ﻭﺭﺷﺔ ﻋﻤﻞ ﺗﺴﻮﻭﻧﻬﺎ‪ ,‬ﺃﻱ ﺷﻐﻞ ﺗﺒﻮﻧﻪ ﻋﻨﺪﻱ‬
‫‪business, and an ICT team that is concerned with‬‬ ‫ﻣﺸﺮﻓﺔ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺗﺒﻮﻧﻬﺎ ﺗﻄﺒﻊ ﻟﻜﻢ ﺗﺸﺎﺭﻙ ﻣﻌﺎﻛﻢ ﺗﺴﻮﻱ ﻟﻜﻢ ﺍﻟﺒﺮﺍﻣﺞ‬
‫‪advancing the ICT status in our school, building‬‬ ‫ﺗﺠﻤﻊ ﻟﻜﻢ ﺻﻮﺭ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﻳﻈﻬﺮ ﻋﻔﻮﺍ ﻋﻦ ﻃﺮﻳﻖ ﻋﻔﻮﺍ‬
‫‪the databases and documenting our efforts.‬‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻣﺎ ﻛﻤﺒﻴﻮﺗﺮ ‪ -‬ﻣﻌﺎﻫﻢ ﺍﻟﺘﻮﺍﺻﻞ ﻋﻠﻰ ﻃﻮﻝ ‪, -‬‬
‫‪(Lines: 411-423.P/B)...I guide teams and‬‬ ‫ﺁﺧﺮ ﺷﻲ ﻳﺼﺐ ﻭﻳﻦ؟ ﻳﺼﺐ ﻋﻨﺪ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻋﻞ ﺃﺳﺎﺱ ﺍﻧﻪ ﻫﺬﺍ‬
‫‪committees, follow-up the work, and coordinate‬‬ ‫ﻳﻮﺛﻘﻪ ﻟﻴﻪ ﻋﻦ ﻃﺮﻳﻖ ﺳﻴﺪﻳﻬﺎﺕ ﻭﺑﺮﺍﻣﺞ ﻭﻣﻮﺍﻗﻊ ﻭﻳﻨﺤﻂ ﻋﻠﻰ ﻣﻮﻗﻊ‬
‫‪their tasks... so I play a pivotal role in ensuring‬‬ ‫ﺍﻟﻤﺪﺭﺳﺔ ‪,‬ﺇﺿﺎﻓﺔ ﺃﺳﺘﺎﺫﻱ ﻃﺒﻌﺎ ﺍﻟﺸﻐﻼﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻧﻔﺲ ﻣﺎ ﻗﻠﺖ ﻟﻚ‬
‫‪that everything is working smoothly (P/B-Q).‬‬ ‫ﻫﻢ ﻓﺮﻕ ﻋﻤﻞ ﻳﺸﺘﻐﻠﻮﻥ ‪ ,‬ﺍﻹﺩﺍﺭﻱ ﺑﺼﻮﺏ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﻫﻢ ﻋﺎﺭﻓﻴﻦ‬
‫ﺷﻨﻮ ‪ ,‬ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻋﺎﺭﻓﻴﻦ ﺍﺧﺘﺼﺎﺻﺎﺗﻬﻢ ﻓﺎﻟﻌﻤﻞ‬
‫ﺍﺧﺘﺼﺎﺹ)‪(Lines: 411-423.P/B‬ﺍﻧﺎ ﺍﻗﻮﺩ ﻭﺍﻭﺟﻪ ﻓﺮﻕ ﺍﻟﻌﻤﻞ‬
‫ﻭﺍﻟﻠﺠﺎﻥ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺍﺗﺎﺑﻊ ﺍﻋﻤﺎﻟﻬﻢ ﻭﺍﻫﺘﻢ ﻓﻲ ﺍﻟﺘﺎﻛﺪ ﻣﻦ ﺍﻥ ﺃﻟﻴﺔ‬
‫ﺍﻟﻌﻤﻞ ﺟﻴﺪﺓ ﻭﺍﻟﺠﻤﻴﻊ ﻳﻌﻤﻞ ﺑﺎﺗﺴﺎﻕ)‪.(P/B-Q‬‬
‫‪P/B: Problems are solved through discussion in‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ‪ :‬ﺍﻟﻤﺸﺎﻛﻞ ﺑﻼ ﺷﻚ ﻣﻮﺟﻮﺩﻩ ﻭﻛﺜﻴﺮﺓ ﺧﺼﻮﺻﺎ ﺍﻧﻨﺎ ﻧﺘﻌﺎﻣﻞ‬
‫‪School Board meetings, and then‬‬ ‫ﻣﻊ ﺍﻛﺜﺮ ﻣﻦ ﻃﺮﻑ ﺑﺎﻟﻤﺪﺭﺳﺔ "ﻣﻠﻌﻤﺎﺕ ﻭﻃﺎﻟﺒﺎﺕ" ﻭﺧﺎﺭﺝ‬
‫‪recommendations are set to solve the problem.‬‬ ‫ﺍﻟﻤﺪﺭﺳﺔ "ﺍﻭﻟﻴﺎء ﺍﻻﻣﻮﺭ ﻭﺍﻟﻮﺯﺍﺭﺓ"‪ .‬ﻭﺍﻟﻤﺸﺎﻛﻞ ﻳﺘﻢ ﺣﻠﻬﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ‬
‫‪We usually assign a member of the School Board‬‬ ‫ﻣﻦ ﺧﻼﻝ ﻣﻨﺎﻗﺸﺘﻬﺎ ﺑﻤﺠﻠﺲ ﺍﻻﺩﺍﺭﺓ ﻭﻭﺿﻪ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻟﺤﻠﻬﺎ‪ .‬ﻭﻳﺘﻢ‬
‫‪to follow up the issue and give a periodic report‬‬ ‫ﻋﺎﺩﺓ ﺗﻜﻠﻴﻒ ﺍﺣﺪ ﺍﻋﻀﺎء ﻣﺠﻠﺲ ﺍﻻﺩﺍﺭﺓ ﺑﻤﺘﺎﺑﻌﺔ ﻫﺬﻩ ﺍﻟﻤﺸﻜﻠﺔ‬
‫‪to keep everyone informed of the progress.‬‬ ‫ﻭﺍﻋﻄﺎء ﺗﻘﺮﻳﺮ ﻛﻞ ﻓﺘﺮﺓ ﺑﺤﻴﺚ ﻳﺒﻘﻲ ﺍﻟﺠﻤﻴﻊ ﺑﻤﺠﻠﺲ ﺍﻻﺩﺍﺭﺓ‬
‫‪Solutions are permanently objective and effective‬‬ ‫ﻣﻄﻠﻌﻴﻦ ﻋﻠﻰ ﺍﻟﺘﻄﻮﺭﺍﺕ‪ .‬ﻭﺩﺍﺋﻤﺎ ﺍﻟﺤﻠﻮﻝ ﺗﺘﺴﻢ ﺑﺎﻟﻤﻮﺿﻮﻋﻴﺔ ﻭ‬
‫‪324‬‬
‫‪so that it is best to discuss the solutions and to put‬‬ ‫ﺍﻟﻔﺎﻋﻠﻴﻪ ﺑﺤﻴﺚ ﻳﺘﻢ ﻣﻨﺎﻗﺸﺔ ﺍﻓﻀﻞ ﺍﻟﺤﻠﻮﻝ ﻭﻭﺿﻊ ﺍﻛﺜﺮ ﻣﻦ ﺳﻴﻨﺎﺭﻳﻮ‬
‫‪alternative scenarios to solve the same problem.‬‬ ‫ﻟﺤﻞ ﺫﺍﺕ ﺍﻟﻤﺸﻜﻠﺔ‪ .‬ﻭﻣﻦ ﺍﻟﻤﺸﺎﻛﻞ ﺍﻟﺘﻲ ﺗﻢ ﺣﻠﻬﺎ ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺴﺎﺑﻘﺔ‬
‫‪One of the problems that I solved previously was‬‬ ‫ﻫﻲ ﺍﻟﻨﻘﺺ ﺍﻟﺤﺎﺩ ﺑﺎﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﻪ ﺑﺎﻟﻤﺪﺭﺳﺔ‪ .‬ﻭﻟﻜﻦ ﺗﻢ‬
‫‪the shortage of ICT infrastructure in our school.‬‬ ‫ﺍﻟﺘﻐﻠﺐ ﻋﻠﻴﻬﺎ ﻣﻦ ﺧﻼﻝ ﺗﻮﻓﻴﺮ ﺑﻌﺾ ﺍﻟﺪﻋﻢ ﻣﻦ ﺍﻟﻤﺆﺳﺴﺎﺕ‬
‫‪The shortage was overcome through the‬‬ ‫ﺍﻟﺘﺠﺎﺭﻳﺔ ﺑﺎﻟﻤﻨﻄﻘﺔ‪ ,‬ﻭﺍﻗﻨﺎﻉ ﺍﻟﻤﺴﺆﻭﻟﻴﻦ ﺑﺎﻟﻮﺯﺍﺭﺓ ﺑﻬﺬﺍ ﺍﻟﻨﻘﺺ‬
‫‪provision of support from local organisations,‬‬ ‫ﻭﺍﻟﻤﺘﺎﺑﻌﺔ ﺍﻟﻤﺴﺘﻤﺮﻩ ﻟﻠﻤﺴﺆﻭﻟﻴﻦ ﻣﻦ ﺍﺟﻞ ﺍﻥ ﻳﻮﻓﺮﻭﺍ ﻟﻠﻤﺪﺭﺳﺔ ﻣﺎ‬
‫‪and by persuading officials of the Ministry of this‬‬ ‫ﻧﺤﺘﺎﺟﺔ‪ .‬ﻭﻟﻘﺪ ﻗﻤﺖ ﻭﷲ ﺍﻟﺤﻤﺪ ﺑﺎﻗﻨﺎﻉ ﺍﻟﻤﺮﺍﻗﺐ ﺑﻬﺬﺍ ﺍﻟﻨﻘﺺ ﻭﻛﺬﻟﻚ‬
‫‪shortage, as well as the continuous monitoring‬‬ ‫ﻣﺪﻳﺮﺓ ﺍﻟﻤﻨﻄﻘﺔ ﻭﻫﻮ ﻣﺎ ﺳﺎﻋﺪ ﺑﺤﻞ ﺍﻟﻤﺸﻜﻠﺔ ﺍﻥ ﻛﻨﺎ ﻧﺄﻣﻞ ﺑﺎﻟﻤﺰﻳﺪ ﻣﻦ‬
‫‪the issue. In order to provide what we needed for‬‬ ‫ﺍﻟﺪﻋﻢ )‪.(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).‬‬
‫‪P/B: I bought a software program, in the last‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ‪ :‬ﻭﺍﷲ ﺍﺳﺘﺎﺫ ﻣﺤﻤﺪ ﺍﻥ ﺍﺗﻮﺍﺻﻞ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻣﻊ ﺍﻟﻤﺪﺭﺍء‬
‫‪three months, with other school. We shared the‬‬ ‫ﺍﻻﺧﺮﻳﻦ‪ .‬ﺍﺣﺎﻭﻝ ﺩﺍﺋﻤﺎ ﺍﻻﺗﺴﻔﺎﺩﺓ ﻣﻦ ﺍﻓﻜﺎﺭﻫﻢ ﻭﺍﺗﻌﺎﻭﻥ ﻣﻌﻬﻢ ﻓﻲ‬
‫‪cost because it was expensive. The program is a‬‬ ‫ﺑﻌﺾ ﺍﻻﻣﻮﺭ ﻭﺍﻋﻄﻴﻚ ﻣﺜﺎﻝ‪ :‬ﻣﺮﻩ ﺍﺷﺘﺮﻳﻨﺎ ﺑﺮﻧﺎﻣﺞ ﺑﺎﻟﻤﺴﺎﻫﻤﻪ ﻣﻊ‬
‫‪useful for the science department. There were‬‬ ‫ﻣﺪﺭﺳﺔ ﺍﺧﺮﻱ ﻭﻛﺎﻥ ﻫﺬﺍ ﺍﻟﺒﺮﻧﺎﻣﺞ ﻣﻬﻢ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻘﺴﻢ ﺍﻟﻌﻠﻮﻡ ﻭﻗﻴﻤﺘﻪ‬
‫‪four licences, so my school took two licences and‬‬ ‫ﻣﺮﺗﻔﻌﻪ ﺟﺪﺍ ﻟﺬﺍ ﻃﺮﺣﺖ ﻓﻜﺮﺓ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻣﻊ ﺍﺣﺪ ﺍﻻﺩﺍﺭﺍﺕ‬
‫‪the other school took two licences (Lines: 692-‬‬ ‫ﻭﺣﺼﻠﺖ ﺗﺠﺎﻭﺏ ﻣﻨﻬﻢ ﻭﻛﺎﻥ ﻫﺎﻟﺒﺮﻧﺎﻣﺞ ﻳﺴﻤﺢ ﺗﻨﺰﻳﻠﻪ ﻋﻠﻰ ﺍﺭﺑﻊ‬
‫‪696.P/B).‬‬ ‫ﺍﺟﻬﺰﺕ ﻛﻤﺒﻴﻮﺗﺮ ﻓﺎﺧﺬﻧﺎ ﻧﺤﻦ ﺭﺧﺼﺘﻴﻦ ﻭﻫﻢ ﺭﺧﺼﺘﻴﻦ‪(Lines: .‬‬
‫‪.(692-696.P/B‬‬
‫‪P/B: I advised teachers how to use ICT tools and‬‬ ‫ﺑﺪﻳﺖ ﺃﺷﺠﻌﻬﻢ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻧﻪ ﺃﻧﺎ ﻛﻨﺖ ﺍﺩﺧﻞ ﻋﻠﻰ ﺍﻟﻨﺖ‪ ,‬ﺑﺪﻳﺖ‬
‫‪software in teaching. For example, I suggested‬‬ ‫ﺃﻋﻄﻴﻬﻢ ﻣﺜﻞ ﺍﻟﻘﺮﺍءﺍﺕ ﺍﻟﻤﻮﺟﻬﺔ ﻧﺸﺮﺍﺕ ‪ ,‬ﺣﺒﺎﻳﺒﻲ ﻫﺬﻩ ﻣﻮﺍﻗﻊ‬
‫‪that the teachers use devices, such as audio and‬‬ ‫ﻃﻠﻌﺘﻬﺎ ﻟﻜﻢ ﺗﻔﻀﻠﻮﺍ‪ ,‬ﻓﻲ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻣﺠﻠﺲ ﺍﻹﺩﺍﺭﺓ ﻛﻨﺖ ﺃﻭﺯﻋﻬﺎ‬
‫‪images... I distributed catalogues and other‬‬ ‫ﻋﻠﻴﻬﻢ ﺍﻟﻤﻮﺍﻗﻊ ﻫﺬﻱ ﻭﺍﻳﺪ ﺣﻠﻮﺓ ﺗﺨﺪﻣﻜﻢ ‪ ,‬ﻣﻮﺍﻗﻊ ﺗﺮﺑﻮﻳﺔ ﻣﻮﺍﻗﻊ‬
‫‪materials related to ICT and I told the teachers to‬‬ ‫ﺗﻔﻴﺪﻛﻢ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻮﺍﻗﻊ ﺗﻔﻴﺪﻛﻢ ﺣﺘﻰ ﺃﻧﺘﻲ ﺍﺷﻠﻮﻥ ﺗﺴﺘﺨﺪﻣﻴﻦ‬
‫‪read it... I named a number of websites and invite‬‬ ‫ﺗﺤﺼﻴﻞ ﻣﺎ ﺗﺤﺼﻴﻞ ﻣﻌﺎﻣﻠﺘﻚ ﻣﻊ ﻃﺎﻟﺒﺎﺕ ﻛﺬﺍ‪ ,‬ﻓﺒﺪﻭ ﺷﻮﻱ‬
‫‪the teachers to visit them as they were related to‬‬ ‫ﻳﺘﺸﺠﻌﻮﻥ‪ ,‬ﻛﻨﺖ ﺃﺻﺮ ﻟﻤﺎ ﺗﻘﺪﻣﻴﻦ ﻟﻲ ﻭﺭﻗﺔ ﺇﺫﺍ ﺃﻧﺎ ﻣﺜﻼ ﻃﻠﺒﺖ ﻣﻨﻚ‬
‫‪ICT in education (Lines: 52-60.P/B).‬‬ ‫ﺃﻱ ﻭﺭﻗﺔ ﺭﺟﺎءﺍ ﻻ ﺗﺠﻴﺒﻴﻦ ﻟﻲ ﺇﻳﺎﻫﺎ ﻣﻜﺘﻮﺑﺔ ﺑﺨﻂ ﺍﻟﻴﺪ ﺟﻴﺒﻴﻦ ﻟﻲ‬
‫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
‫‪P/B: I am interested in technology, so I follow‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ‪ :‬ﺍﻧﺎ ﻣﻬﺘﻤﻪ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ,‬ﻭﺍﺗﺒﺎﻉ ﺍﻱ ﺗﻄﻮﺭ ﻳﺘﻢ ﺑﻬﺬﺍ ﺍﻟﺠﺎﻧﺐ‬
‫‪any new technological development that may be‬‬ ‫ﻭﺧﺼﻮﺻﺎ ﺍﻟﻤﺘﻌﻠﻖ ﺑﺎﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﻣﺜﺎﻝ ﻟﻘﺪ ﻃﻠﺒﺖ ﻣﻦ ﻗﺴﻢ‬
‫‪useful for education. For example, I asked the‬‬ ‫ﺍﻟﺤﺎﺳﻮﺏ ﺍﻥ ﻳﻜﺘﺸﻔﻮﺍ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﻤﻔﻴﺪﺓ ﻓﻲ ﺍﺟﻬﺰﺕ ﺍﻟﻤﻮﺑﺎﻳﻞ ﺍﻟﺬﻛﻴﺔ‬
‫‪computer department to explore the educational‬‬ ‫ﻭﻧﺼﺢ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻋﻨﻬﺎ)‪ ...(P/B-Q‬ﻫﺬﺍ ﺃﻧﺎ ‪,‬ﻓﺎﻧﺎ ﺑﺎﻟﻌﻘﻞ ﻳﻌﻨﻲ ﺇﺣﻨﺎ‬
‫‪applications for the smart mobiles to advise‬‬ ‫ﺭﺣﻨﺎ ﻟﻨﺪﻥ ﺃﺳﺘﺎﺫ – ﺑﻌﺪ ﻫﺬﺍ ﺧﺎﺭﺝ‪ -.....‬ﺭﺣﻨﺎ ﺍﺫﻛﺮ ﻳﻮﻡ ﻳﻮﺩﻭﻧﺎ‬
‫‪students about their uses (P/B-Q). I visited‬‬ ‫ﻭﺭﺣﻨﺎ ﻛﻨﺪﺍ ﻭﻛﺬﺍ ﺃﺳﺘﺎﺫ ﻋﻨﺪﻫﻢ ﺍﻟﻤﻌﻠﻢ ﻓﻘﻂ ﻣﻌﻠﻢ ﺣﺘﻲ ﻋﻤﻠﻮﺍ ﻟﻨﺎ ﻟﻘﺎء‬
‫‪London and Canada as a member of group from‬‬ ‫ﻟﻤﻨﺎﻗﺸﺔ ﻣﺎ ﺷﻔﻨﺎﻩ ﻟﺪﻳﻬﻢ ﻭﻣﻦ ﺍﺟﻞ ﺍﻻﺳﻨﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺨﺒﺮﺓ) ‪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).‬‬
‫‪P/B: I plan to transform one classroom as an ICT‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ ‪ :‬ﺣﺘﻰ ﻳﻔﺘﺮﺽ ﺇﻧﻲ ﺃﻧﺎ ﻣﺜﻠﻤﺎ ﻗﻠﺖ ﻟﻚ ﺃﺳﺘﺎﺫﻱ ﺃﻧﺎ ﻫﺎﻧﺎ ﺍﻟﺴﻨﺔ‬
‫‪based model class in our school. We are going to‬‬ ‫ﺷﻮﻳﺔ ﺗﻮﻧﻲ ﻭ ﺑﻄﻠﻌﻴﻮﻧﻲ ﺍﻗﻠﻬﻢ ﺗﻮﻧﻲ ﻭ ﺑﻄﻠﻌﻴﻮﻧﻲ‪ ,‬ﻓﻌﻨﺪﻱ ﻭﺍﻳﺪ‬
‫‪employ technology-based learning activities, and‬‬ ‫ﺃﻓﻜﺎﺭ ﺇﻥ ﺑﻲ ﺑﺎﻟﺴﺎﻟﻢ ﻫﺬﻱ ﺗﻌﺮﻑ ﺗﺼﻴﺮ ﻣﺪﺭﺳﺔ ﺫﻛﻴﺔ ‪ ,‬ﻭﺍﷲ‬
‫)‪then add more classes (Lines: 299-302.P/B‬‬ ‫ﺃﺳﺘﺎﺫﻱ ﺇﻧﺸﺎء ﺍﷲ ﻋﻨﺪﻱ ﻛﺒﺪﺍﻳﺔ ﺭﺍﺡ ﺍﺑﺪﻱ ﺍﻧﻪ ﺭﺍﺡ ﺍﺳﺘﺨﺪﻡ ﺻﻒ‬
‫ﺭﺍﺡ ﺍﺑﺪﻱ ﻣﻊ ﻃﺎﻟﺒﺎﺕ ﺍﻟﺼﻒ ﺍﻟﻌﺎﺷﺮ ﺍﻟﺴﻨﺔ ﺍﻟﺠﺎﻳﺔ ﺭﺍﺡ ﺍﺳﺘﺨﺪﻡ‬
‫ﺻﻒ ﻭﺍﺣﺪ ﻭﺃﻃﺒﻖ ﻋﻠﻴﻪ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ )‪Lines: 299-‬‬
‫‪.(302.P/B‬‬
‫‪P/A: I'm eager to communicate with parents; in‬‬ ‫ﺍﻟﻤﺪﻳﺮﺓ ‪:‬ﺃﺳﺘﺎﺫﻱ ﺃﻧﺎ ﻫﻨﺎﻙ ﻓﻲ ﻃﺒﻌﺎ ﻫﻨﺎﻙ ﻛﺎﻥ ﻓﻲ ﻋﻨﺪﻧﺎ ﺗﻮﺍﺻﻞ‬
‫‪addition to the school’s website, we have a‬‬ ‫ﺑﻴﻨﺎ ﻭﺑﻴﻦ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ‪ ,‬ﺧﻠﻲ ﺍﻟﺒﺮﻳﺪ ﻋﻔﻮﺍ ﻣﻮﻗﻊ ﺍﻟﻤﺪﺭﺳﺔ ﻫﺬﺍ‬
‫‪database for students which used to communicate‬‬ ‫ﻣﻮﻗﻊ ﺷﻐﻞ ‪ ,‬ﺇﺿﺎﻓﺔ ﻛﺎﻥ ﻋﻨﺪﻱ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻠﻲ ﻫﻮ ﻟﻠﺘﻮﺍﺻﻞ ﺑﻴﻨﻲ‬
‫‪325‬‬
with parents. I distributed passwords to all ‫ﻭﺑﻴﻦ ﻭﻟﻲ ﺍﻷﻣﺮ ﺍﻟﻠﻲ ﻫﻮ ﺃﻧﺎ ﺃﻭﺯﻉ ﻋﻠﻰ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ ﻛﻮﺩ ﻧﻤﺒﺮ‬
parents; allowing them to directly access to the ‫ﻋﻨﺪﻱ ﻛﺎﻧﺖ ﻣﻌﻠﻤﺔ‬, (‫ﻳﺪﺵ ﻋﻠﻴﻪ ﻭﻟﻲ ﺍﻷﻣﺮ ﺩﺍﻳﺮﻛﺖ)ﻣﺒﺎﺷﺮ‬
database to follow their children’s latest ,‫ﻣﻮﺟﻮﺩﺓ ﺑﺎﻹﺩﺍﺭﺓ ﺗﺪﺧﻞ ﺩﺍﻳﺮﻛﺖ ﻟﻲ ﺃﻱ ﻣﺸﻜﻠﺔ ﺣﻖ ﺍﻟﻄﺎﻟﺒﺔ‬
developments. I appointed a teacher to follow this ‫ ﻓﻜﺎﻥ‬,‫ﺇﺫﺍ ﺃﻧﺎ ﺑﺎ ﺃﻭﺟﻪ ﻣﺜﻼ ﺭﺳﺎﻟﺔ ﺣﻖ ﻭﻟﻲ ﺍﻷﻣﺮ‬, ‫ﻏﻴﺎﺑﺎﺕ ﺍﻟﻄﺎﻟﺒﺔ‬
database and to update it. Through this database, ‫ ﻫﺬﺍ ﺍﻟﺒﺮﻧﺎﻣﺞ ﺍﻧﺘﻪ‬, ‫ﺍﻟﻜﻮﻧﺘﺎﻛﺖ)ﺍﻟﺘﻮﺍﺻﻞ( ﻣﻌﺎﻫﻢ ﻋﻠﻰ ﻃﻮﻝ‬
I directly posted educational messages for the (Lines: 126-130. ‫ﺗﺸﺘﺮﻳﻪ ﻫﺬﺍ ﺍﻟﺒﺮﻧﺎﻣﺞ ﻣﻮ ﺣﺎﻃﻴﻨﻪ ﻟﻨﺎ ﻭﺯﺍﺭﺓ‬
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)
P/B: In the present day, the role of ICT is ‫ ﺩﻭﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﻬﻢ ﻭﺣﻴﻮﻱ ﻓﻲ ﻭﻗﺘﻨﺎ ﺍﻟﺤﺎﺿﺮ ﻭﻫﻲ‬:‫ﺍﻟﻤﺪﻳﺮﺓ‬
important and vital for both the students and ‫ ﻭﻣﻦ ﺍﻻﻣﺜﻠﻪ ﺍﻟﺘﻲ ﺳﺎﻋﺪﺓ‬.‫ﻣﻬﻤﺔ ﻟﻠﻄﺎﻟﺐ ﻭﺍﻟﻤﻌﻠﻢ ﻋﻠﻰ ﺣﺪ ﺍﻟﺴﻮﺍء‬
teachers. There are many examples of ICT ‫ ﺳﺮﻋﺔ ﺍﻧﺠﺎﺯ ﺍﻻﻋﻤﺎﻝ‬.‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻋﻠﻰ ﺗﺤﺴﻴﻦ ﺍﻻﺩﺍء ﻓﻴﻬﺎ‬
benefits to improve the performance; some of ‫ﻟﻠﻤﻌﻠﻤﻴﻦ ﻭﻛﺬﻟﻚ ﺍﺗﺎﺡ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﻧﺘﺮﻧﺖ ﺧﻴﺎﺭﺍﺕ ﺗﻘﻨﻴﺔ ﻣﺘﻌﺪﺩﺓ‬
them are speed of completion of work for ‫ﻟﻠﻤﻌﻠﻤﻴﻦ ﻟﺘﻮﻇﻴﻔﻬﺎ ﻟﺘﺤﺴﻴﻦ ﻃﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻣﻨﻬﺎ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ‬
teachers. As well as the use of the ICT devices ‫ ﺳﺎﺑﻘﺎ ﻛﺎﻧﺖ ﺍﻟﺪﺭﻭﺱ ﻣﻤﻠﻪ ﻟﻜﻦ ﺍﻟﻴﻮﻡ‬.‫ﺍﻟﺒﻮﺭﺑﻮﻳﻨﺖ ﻭﺍﻻﻧﺘﺮﻧﺖ‬
offers a number of practical options for teachers ‫ﺍﺻﺒﺤﺖ ﺟﺬﺍﺑﺔ ﻟﻠﻄﻼﺏ ﻭﺍﺻﺒﺢ ﻛﺬﻟﻚ ﺍﻟﺘﻮﺍﺻﻞ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ‬
to be used to improve teaching methods.[For ‫ﻭﺍﻻﺩﺍﺭﺓ ﻣﻦ ﺟﻬﻪ ﻭﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻄﻼﺏ ﻣﻦ ﺟﻬﻪ ﺍﺧﺮﻱ ﺑﺸﻤﻞ‬
example,] the use of PowerPoint and the Internet. ‫ ﺍﻟﻄﻼﺏ ﺍﻟﻴﻮﻡ ﻣﺤﻈﻮﻇﻴﻦ ﺑﻬﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻬﻲ‬.‫ﺍﻛﺜﺮ ﻓﻌﺎﻟﻴﻪ‬
Previously, the lessons were boring, but today ‫ﺍﺗﺎﺣﺖ ﻟﻬﻢ ﻭﺳﺎﺋﻞ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺘﻌﺪﺩﺓ ﻭﻏﻴﺮﺕ ﻣﻦ ﺷﻜﻞ ﺍﻟﻌﻤﻠﻴﺔ‬
lessons become more attractive for students. In (Q/B-P).‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺎﻟﻜﺎﻣﻞ‬
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).
326
‫‪Appendix L: School B Interview and Questionnaire Citations of the School‬‬
‫‪Teachers‬‬
‫‪AG/B: [The Principal]...provided the ICT‬‬ ‫ﺍﻟﻤﻌﻠﻤﺔ ‪ : A‬ﺇﻳﻪ ‪ ..‬ﻧﻌﻢ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﺑﺎﻟﻤﺰﺍﻧﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺣﻖ ﺍﻟﻮﻗﺖ‬
‫‪equipment...created a good educational‬‬ ‫ﺍﻟﺤﺎﻟﻲ ﺍﻟﻤﺪﻳﺮﺓ ﺍﻟﺤﻴﻦ ﻭﺍﻧﺎ ﺍﻋﺒﺮ ﻋﻦ ﺭﺿﺎ ﺣﻮﻝ ﺍﻟﻴﺔ ﺍﻟﺼﺮﻑ‬
‫‪atmosphere...improved the buildings....settled the‬‬ ‫ﻭﺍﻟﻴﺔ ﺍﻟﺼﺮﻑ ﺗﺘﻔﻖ ﻣﻊ ﺣﺎﺟﺎﺗﻲ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ‪...‬ﻳﻌﻨﻲ ﻭﻓﺮﺕ‬
‫‪learning environment, provided the instructions...‬‬ ‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺤﺎﺳﻮﺏ ﻭﺗﻢ ﻧﻬﻴﺌﺔ ﺟﻮ ﺗﻌﻠﻴﻤﻲ ‪ ,‬ﻳﻌﻨﻲ ﻫﻴﺄﺕ ﺍﻟﻤﺪﺭﺳﺔ‬
‫‪I was assisted and financially supported in‬‬ ‫ﻛﻤﺒﻨﻰ ‪ ,‬ﻳﻌﻨﻲ ﺳﻮﺕ ﺟﻮ ﺗﻌﻠﻴﻤﻲ ‪ ,‬ﺍﻹﺭﺷﺎﺩﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ ‪..‬ﻳﻌﻨﻲ ﻛﻞ‬
‫‪obtaining materials, some ICT related (Lines: 37-‬‬ ‫ﺷﻲء ‪ ,‬ﻛﻞ ﺷﻲء ﻣﺴﻮﻳﺘﻪ ﺍﻟﻤﺪﻳﺮ ﺍﻟﺤﺎﻟﻴﺔ‪ ...‬ﻧﻌﻢ ﺗﻢ ﻣﺴﺎﻋﺪﺗﻲ‬
‫‪46. AG/B).‬‬ ‫ﻭﺩﻋﻤﻲ ﻣﺎﻟﻴﺎ ﻓﻲ ﺗﻮﻓﻴﺮ ﺑﻌﺾ ﺍﻻﺩﻭﺍﺕ ﺍﻟﺘﻲ ﻃﻠﺒﻬﺎ ﻭﻣﻨﻬﺎ ﻣﺎﻫﻮ‬
‫ﻣﺘﻌﻠﻖ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ)‪.(Lines: 37-46. AG/B‬‬
‫‪EG/B: The Principal held several meetings for‬‬ ‫ﺍﻟﻤﻌﻠﻤﺔ ‪ :E‬ﺇﻳﻪ ﺳﻮﺕ ﻟﻨﺎ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻋﺪﺓ ﺇﻥ ﺍﻟﻤﺪﺭﺳﺔ ﻻﺯﻡ ﻳﻜﻮﻥ‬
‫‪us to clarify the ICT vision…[which] helps us to‬‬ ‫ﻟﻬﺎ ﺭﺅﻳﺔ ‪ ,‬ﺍﻟﻤﺪﺭﺳﺔ ﻻﺯﻡ ﻳﻜﻮﻥ ﻟﻬﺎ ﺃﻫﺪﺍﻑ ‪,‬ﻭﺍﻷﻗﺴﺎﻡ ﻛﻞ ﻗﺴﻢ‬
‫‪advance more…We have a clear vision and‬‬ ‫ﻳﻜﻮﻥ ﻟﻪ ﺭﺅﻳﺔ ﻭﺃﻫﺪﺍﻑ ﻣﻌﻴﻨﺔ ﻧﺘﺒﻌﻬﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﻧﻌﻄﻲ ﺍﻷﻓﻀﻞ‬
‫‪mission for ICT (Lines: 1088-1089. EG/B).‬‬ ‫ﺣﻖ ﺍﻟﺘﻌﻠﻴﻢ)‪..(Lines: 1088-1089. EG/B‬‬
‫‪AG/B: Unfortunately, I'm suffering from a lack‬‬ ‫ﺍﻟﻤﻌﻠﻤﺔ ‪ : A‬ﻟﻼﺳﻒ ﺍﻧﺎ ﺍﻋﺎﻧﻲ ﻣﻦ ﻋﺪﻡ ﻭﺿﻮﺡ ﺍﻻﻫﺪﺍﻑ ﺍﻟﻤﺘﻌﻠﻖ‬
‫‪of clarity on the goal...I have no idea about the‬‬ ‫ﺑﺎﻻﺳﺘﺨﺪﻣﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺇﻳﻪ‪...‬ﻣﺎ ﻋﻨﺪﻱ ﻓﻜﺮﺓ ﻋﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫‪implementation of ICT approach...I know about‬‬ ‫ﺷﻨﻮ ‪ ..‬ﺍﻷﻫﺪﺍﻑ ﺑﻠﻰ ﻳﻌﻨﻲ ‪ ..‬ﺃﻫﺪﺍﻓﻬﺎ ﻟﻠﺘﻮﺿﻴﺢ) ‪Lines: 88-89.‬‬
‫‪the ICT objectives...I was informed about‬‬ ‫‪. .(AG/B‬‬
‫‪them...but I need more clarification (Lines: 88-‬‬
‫‪89. AG/B).‬‬
‫‪DG/B: there are considerations for such‬‬ ‫ﺍﻟﻤﻌﻠﻤﺔ ‪ :D‬ﻭﺍﻳﺪ ﻭﺍﷲ ﺇﻳﻪ ﻳﺮﺍﻋﻮﻥ ﻭﺍﷲ ﺍﻟﺸﻐﻠﻪ ﻫﺬﻩ‪ ,‬ﻭﻓﻴﻪ ﺍﻫﺘﻤﺎﻡ‬
‫‪cases...She always advises us to ask and‬‬ ‫ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﺪﻳﺮﺓ ﻣﻦ ﺍﺟﻞ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻤﻌﻠﻤﺎﺕ ﺍﻟﻲ ﻋﻨﺪﻫﻢ ﻫﺎﻟﻤﺸﻜﻠﺔ‬
‫‪communicate with the Computer Science‬‬ ‫ﻭﺩﺍﺋﻤﺎ ﺗﻨﺼﺤﻨﺎ ﻧﺴﺌﻞ ﻭﻧﺘﻮﺍﺻﻞ ﻣﻊ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻛﻤﺨﺘﺼﻴﻦ ﻣﻦ‬
‫‪Department to seek help because they are‬‬ ‫ﺍﺟﻞ ﻣﺴﺎﻋﺪﺓ ﻣﻦ ﻳﺤﺘﺎﺝ ﺍﻟﻤﺴﺎﻋﺪﺓ ‪ ,‬ﺍﺟﻤﺎﻻ ﺍﻟﻤﺪﻳﺮﺓ ﺗﻌﺮﻑ ﻗﺪﺭﺍﺕ‬
‫‪specialists in ICT. In general, the Principal knows‬‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ ﻭﺗﺤﺎﻭﻝ ﺗﻨﻤﻲ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺍﺕ ﻭﻓﻘﺎ ﻣﺎﻫﻮ ﻣﺘﺎﺡ) ‪Lines:‬‬
‫‪the capacity of the teachers and tries to develop‬‬ ‫‪.(987-989.DG/B‬‬
‫‪these capabilities (Lines: 987-989.DG/B).‬‬
‫‪DG/B: I have been encouraged to collaborate‬‬ ‫ﺍﻟﻤﻌﻠﻤﺔ ‪ :D‬ﻃﺒﻌﺎ ﺇﺣﻨﺎ ﻋﻨﺪﻧﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺑﺎﻟﺘﻮﺟﻴﻪ ﻳﻄﻠﺒﻮﻥ ﻣﻨﺎ ﺩﺍﻳﻤﺎ‬
‫‪with my colleagues…We collaborate through‬‬ ‫ﺍﻟﺘﻮﺍﺻﻞ ﻭﺗﺒﺎﺩﻝ ﺯﻳﺎﺭﺍﺕ ﺑﻴﻦ ﺍﻷﻗﺴﺎﻡ ‪ ,‬ﺗﺒﺎﺩﻝ ﺯﻳﺎﺭﺍﺕ ﺑﻴﻦ‬
‫‪keeping in touch, through exchange visits,‬‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‪ ,‬ﺇﺫﺍ ﻣﻌﻠﻤﺔ ﻣﺘﻤﻴﺰﺓ ﻓﻲ ﺷﻐﻠﻪ ﻣﻌﻴﻨﺔ ﻳﻄﻠﺒﻮﻥ ﻣﻨﺎ – ﺑﺎﻟﻨﺴﺒﺔ‬
‫‪exchanging experiences, and becoming involved‬‬ ‫ﺣﻖ ﺗﻮﺟﻴﻬﻨﺎ ﻳﻌﻨﻲ ‪ -‬ﺇﻧﻨﺎ ﻧﺮﻭﺡ ﺍﻟﻤﺪﺭﺳﺔ ﻫﺬﻩ ﻭﻧﺸﻮﻓﻬﺎ) ‪Lines:‬‬
‫‪in some activities related to teaching (Lines: 933-‬‬ ‫‪.(933-935.DG/B‬‬
‫‪935.DG/B).‬‬
‫‪EG/B: we have a plan to reform a classroom in‬‬ ‫ﺍﻟﻤﻌﻠﻤﺔ ‪ :E‬ﻭﺍﷲ ﻫﻲ ﻣﻤﺘﺎﺯﺓ ﺑﺎﻟﺘﺨﻄﻴﻂ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻭﺩﺍﺋﻤﺎ ﺗﻔﻀﻞ‬
‫‪our school to an ICT-based class…As the‬‬ ‫ﺍﻥ ﻧﻌﻤﻞ ﻭﻓﻖ ﺧﻄﺔ ﻋﻤﻞ ﻣﺜﻼ‪ :‬ﻟﺪﻳﻨﺎ ﺧﻄﺔ ﻟﺘﺤﻮﻳﻞ ﺍﺣﺪ ﺍﻟﻔﺼﻮﻝ‬
‫‪Science Department, we can collect ICT material‬‬ ‫ﺑﺎﻟﻤﺪﺭﺳﺔ ﺍﻟﻰ ﻓﺼﻞ ﺗﻜﻨﻮﻟﻮﺟﻲ ﻳﺘﻢ ﻓﻴﻪ ﺗﺠﺮﺑﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻜﺎﻣﻞ ﻣﻊ‬
‫‪from many sources so that the class requirements‬‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻓﻌﻼ ﻛﺎﻧﺖ ﺧﻄﻄﻬﺎ ﻣﻤﺘﺎﺯﺓ‪ ,‬ﻳﻌﻨﻲ ﺍﺣﻨﺎ ﻛﺎﻗﺴﺎﻡ ﻋﻠﻤﻴﺔ‬
‫‪are met (Lines: 1189-1193.EG/B).‬‬ ‫ﺍﺳﺘﻄﻌﻨﺎ ﺗﺠﻤﻴﻊ ﺑﻌﺾ ﺍﻟﻤﻮﺍﺩ ﺍﻟﻌﻤﻠﻴﺔ ﻣﻦ ﺍﻛﺜﺮ ﻣﻦ ﻣﺼﺪﺭ ﻭﺻﺎﺭ‬
‫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
‫‪The leadership practices of Principal have a great‬‬ ‫ﺍﻟﻤﻌﻠﻤﻪ ‪ :A‬ﺑﺎﻟﺘﺄﻛﻴﺪ ﻫﻨﺎﻙ ﺩﻭﺭ ﻣﺒﺎﺷﺮ ﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻤﺪﻳﺮﺓ‬
‫‪role in embedding ICT. These leadership‬‬ ‫ﺍﻟﻤﺪﺭﺳﺔ‪ .‬ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺗﺤﺴﻦ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫‪practices promote the use of ICT in many ways,‬‬ ‫ﻣﻦ ﺧﻼﻝ ﻃﺮﻕ ﻋﺪﺓ‪ .‬ﻣﺜﻼ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﺤﺚ ﻭﺍﻻﻗﻨﺎﻉ‬
‫‪through encouragement, persuasion, and follow-‬‬ ‫ﻭﺍﻟﻨﻘﺎﺵ‪ .‬ﺍﻟﻤﺪﻳﺮﺓ ﺩﺍﺋﻤﺎ ﻣﺎ ﺗﺴﺎﻋﺪﻧﺎ ﻭﺗﺒﺪﻱ ﺍﻫﺘﻤﺎﻡ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫‪up discussions. The Principal supported and‬‬ ‫ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻬﺎ ﺑﺎﻟﺘﻌﻠﻴﻢ‪ .‬ﺍﻋﺘﻘﺪ ﺗﻮﻓﻴﺮ ﺩﻋﻢ ﻣﺎﺩﻱ ﺑﺸﻜﻞ ﺍﻛﺒﺮ ﻣﻤﺎ ﻫﻮ‬
‫‪showed interest in ICT. I think that providing‬‬ ‫ﻋﻠﻴﻪ ﺍﻻﻥ ﺳﻮﻑ ﻳﺴﺎﻋﺪ ﺑﺸﻜﻞ ﻛﺒﻴﺮ ﻋﻠﻰ ﺗﺴﻬﻴﻞ ﺍﺳﺘﺨﺪﺍﻡ‬
‫‪more support and financial contributions‬‬ ‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺑﺸﻜﻞ‬
‫‪positively promotes the use of ICT into the‬‬ ‫ﻳﻮﻣﻲ)‪.(Q/AG/B‬‬
‫)‪school’s daily teaching activities (Q/AG/B‬‬
‫‪There is a clear impact from the leadership‬‬ ‫ﺍﻟﻤﻌﻠﻤﻪ ‪ :B‬ﻫﻨﺎﻙ ﺗﺄﺛﻴﺮ ﻭﺍﺿﺢ ﻟﻠﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻤﺪﻳﺮﺓ‬
‫‪practices of our school Principal on the ICT‬‬ ‫ﺍﻟﻤﺪﺭﺳﺔ ﻭﺗﺄﺛﻴﺮ ﻣﺒﺎﺷﺮ ﻋﻠﻰ ﺁﻟﻴﺔ ﺗﻄﺒﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ‪ .‬ﺍﻟﻤﻌﻠﻤﺎﺕ‬
‫‪implementation process…the teachers are‬‬ ‫ﻣﺘﺄﺛﺮﺍﺕ ﺑﻤﺜﻞ ﻫﺬﻩ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﻭﻣﻘﺪﺍﺭ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺬﻱ ﺗﺤﻀﺎﻩ‬
‫‪affected by such behavior…due to the amount of‬‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ ﺍﻻﺗﻲ ﻳﺴﺘﺨﺪﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻭﻧﺎﺟﺢ‪,‬‬
‫‪327‬‬
praise received by a teacher who uses and the ‫ﻭﻟﻼﻣﺎﻧﺔ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﻲ ﺗﻤﺎﺭﺳﻬﺎ ﺍﻟﻤﺪﻳﺮﺓ ﺧﻠﻘﺖ ﻧﻮﻉ‬
favourable light in which the Principal views the ‫ﻣﻦ ﺍﻟﻤﻨﺎﻓﺴﻪ ﺍﻻﻳﺠﺎﺑﻴﺔ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻭﺯﻣﻴﻼﺗﻬﻦ ﺑﺎﻟﻘﺴﻢ ﻭﺍﺻﺒﺢ‬
teacher as a result there is competition among the (Q/BG/B) ‫ﺍﻟﻜﻞ ﻳﺒﺎﺩﺭ ﺑﺸﻜﻞ ﻓﺮﺩﻱ‬
teachers (Q/BG/B)
There is an obvious impact of the leadership ‫ ﺗﺄﺛﻴﺮ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻠﻤﺪﻳﺮﺓ ﻭﺍﺿﺤﻪ ﻭﻻ ﻳﻤﻜﻦ‬: C ‫ﺍﻟﻤﻌﻠﻤﺔ‬
practices of the school Principal on the use of ‫ ﻭﺍﻛﺒﺮ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﻲ ﺗﺄﺛﺮ ﻭﺍﺛﺮﺕ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻫﻲ‬.‫ﺗﺠﺎﻫﻠﻬﺎ‬
ICT in the school. The biggest impact is through ‫ﻣﻘﺪﺍﺭ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺬﻱ ﺗﻮﻟﻴﻪ ﺍﻟﻤﺪﻳﺮﺓ ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺗﻄﺒﻴﻘﺎﺗﻬﺎ‬
the attention of the Principal and her relentless ‫ﻭﻣﺤﺎﻭﻻﺗﻬﺎ ﺍﻟﺪﺋﻮﺑﻪ ﻣﻦ ﺍﺟﻞ ﺗﻮﻓﻴﺮ ﻣﺘﻄﻠﺒﺎﺕ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
pursuit to provide the requirements of ICT (Q/CG/B) ‫ﻭﺗﻄﺒﻴﻘﺎﺗﻬﺎ ﺑﺎﻟﺘﺪﺭﻳﺲ‬
embedding processes (Q/CG/B)
Yes, there was a positive impact of the .‫ ﻧﻌﻢ ﻫﻨﺎﻙ ﺗﺄﺛﻴﺮ ﻟﻠﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻠﻤﺪﻳﺮﺓ‬:D ‫ﺍﻟﻤﻌﻠﻤﺔ‬
principal’s leadership practices on ICT
embedding.
I believe there was a positive impact from the ‫ﺍﻋﺘﻘﺪ ﺍﻥ ﻟﻠﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﻤﺪﻳﺮﺓ ﺍﻟﻤﺪﺭﺳﺔ ﺍﺛﺮ‬: C ‫ﺍﻟﻤﻌﻠﻤﺔ‬
leadership practices of the school Principal on the ‫ ﻭﻫﺬﺍ ﺍﻟﺘﺄﺛﻴﺮ‬.‫ﺍﻳﺠﺎﺑﻲ ﻋﻠﻰ ﻣﺪﻱ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﻤﺪﺭﺳﺔ‬
uptake of ICT in our school. This was reflected ‫ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﻣﻘﺪﺍﺭ ﺩﺍﻓﻌﻴﺔ ﻭﺭﻏﺒﺔ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺜﻞ ﻫﺬﻩ‬
by the effect on motivation and the desire of ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﺜﻼ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻳﺤﺎﻭﻟﻮﻥ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
teachers to use ICT…There were a number of ‫ ﻫﻨﺎﻙ ﻋﺪﺩ ﻣﻦ ﺍﻻﺳﺒﺎﺏ ﺍﻟﺘﻲ ﺍﺩﺕ ﻟﻤﺜﻞ ﻫﺬﻩ‬.‫ﺑﺴﺒﺐ ﻫﺬﻩ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ‬
reasons for the significant impact and the spread ‫ﺍﻟﺮﻏﺒﻪ ﻭﺍﻟﺪﺍﻓﻌﻴﻪ ﻭﻣﺪﻱ ﺍﻧﺘﺸﺎﺭ ﺛﻘﺎﻓﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﺪﻳﻨﺎ‬
of a culture of ICT use in our school. They are: a. ‫ ﺍﻟﺤﺚ ﻭﺍﻟﺘﺤﻔﻴﺰ ﺍﻟﻤﺴﺘﻤﺮﺍﻥ ﻣﻦ ﻗﺒﻞ ﻣﺪﻳﺮﺓ‬.‫ ﻭﻫﻲ‬.‫ﺑﺎﻟﻤﺪﺭﺳﺔ‬
the induction and persistence of the stimulus by .2‫ﺍﻟﻤﺪﺭﺳﺔ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ؛‬
the Principal on the use of ICT; b. the ،‫ﺗﻮﻇﻴﻒ ﻗﺴﻢ ﺍﻟﺤﺎﺳﻮﺏ ﻟﺪﻋﻢ ﺍﻟﻤﺪﺭﺳﺔ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‬
employment of a computer science department to ‫ﺗﻮﻓﻴﺮ ﺇﻣﻜﺎﻧﻴﺎﺕ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺗﻄﺒﻴﻖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬.3
support the school technologically; and c. the (Q/EG/B)‫ﻭﺍﻻﺗﺼﺎﻻﺕ‬
supplementation of the possibilities and
requirements of ICT embedding (Q/EG/B)
328

Mohammed Al-Sharija Thesis

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mohammed Al-Sharija Thesis

Uploaded by

Copyright:

Available Formats

Leadership Practices of Kuwaiti Secondary School

Principals for Embedding ICT

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

Centre for Learning Innovation

Queensland University of Technology

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

Embedding ICT, ICT implementation, Information and Communication

Globalisation and the emergence of knowledge-based economies have forced

The findings provide a better understanding of how a school principal’s

LIST OF FIGURES ............................................................................................................X

LIST OF TABLES ............................................................................................................ XI

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

2.2.1 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

3.10.1 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

4.1 Preamble ................................................................................................ 77

4.2 Methodology .......................................................................................... 77