Leadership Effectiveness and Teachers’ National Identity in Kuwait’s Public Schools

Abstract Book of the 10th World Conference on Research in Education

Year: 2026

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Leadership Effectiveness and Teachers’ National Identity in Kuwait’s Public Schools

Mutlaq Alenezi, Dr. Abdulaziz Alshammari

ABSTRACT:

This study examined the relationship between school principals’ leadership effectiveness and the development of teachers’ national identity within Kuwait’s public intermediate schools. A descriptive correlational design was adopted, and a questionnaire was administered to a stratified random sample of 382 teachers representing all six educational districts in Kuwait. The participants included 163 males and 219 females with varying years of service (less than 5 years = 73; 5–10 years = 195; more than 10 years = 115). The instrument comprised two key dimensions: the personal and cultural aspects of leadership effectiveness, and the degree of teachers’ national identity.
Findings indicated that school principals demonstrated high levels of leadership effectiveness, particularly in the personal and cultural domains. Teachers perceived their principals as influential leaders who fostered a positive school climate and reinforced shared values. Moreover, leadership effectiveness played a significant role in enhancing teachers’ sense of national belonging, organizational citizenship, and commitment to their schools and society. Statistical analysis confirmed a strong, positive, and significant correlation between leadership effectiveness and teachers’ national identity. The study recommends establishing clear selection criteria for school principals based on personal and cultural leadership attributes and conducting regular assessments of teachers’ national identity as a reflection of school cultural vitality.

Keywords: Leadership Effectiveness; School Principals; National Identity; Teacher Commitment; Organizational Citizenship; Educational Leadership; Kuwait