Teachers’ perceptions of principals’ motivating language and public school climates in Kuwait

Abstract

Research has shown that the overall climate in a school can encourage or deter learning. One significant factor promoting a positive climate is the use of motivational language by school leaders. This article presents empirical evidence of teachers’ perceptions of motivational language used by school principals and the effects of this language on perceptions of school climate. The aim is to make principals aware of the importance of language choices. The approach used involved survey responses and correlational analysis. Teachers’ perceptions of the motivational language of school principals, as well as the climate in schools, were independently examined, and the impact of the language on perceptions of school climate was tested. The study reveals that climate, in a range of public schools in Kuwait, is rated by teachers as moderately good; similarly, motivational language forms used by school principals were rated as only modestly effective. Comparative analysis showed that a school leader’s motivating language in all forms affects public school climates in Kuwait. It is proposed that with further testing it is likely that this will be revealed as a more general finding. The study recommends further training and experience with motivational language for school principals in Kuwait.