Abstract
This article investigates the influence of head of department instructional leadership, collegial cooperation, and school administration support on the perspectives of 649 teachers in Kuwait toward school-based professional learning. The study used a quantitative questionnaire, and teachers expressed positive school-based learning experiences. The multiple regression analysis revealed that this learning was significantly related to collegial cooperation, head of department instructional leadership, and school administrative support. The results of the study contribute to understanding the way that instructional leadership, cooperation, and school administration support interact and contribute to teachers’ school-based professional learning.
Subject
Strategy and Management,Education
Cited by
9 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献