School principals' experiences of autonomy and accountability: outcomes of the School Education Quality Improvement Project in Kuwait

Abstract

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