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Title: Attitudes of science teachers in primary schools in Kuwait towards the educational reform
Author: Wateed, Maryam M. F. Al
ISNI:       0000 0004 5922 3815
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2014
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Studies conducted indicate that teacher's acceptance and readiness to change must be given the appropriate attention in all phases of the educational reform process. Educational recommendations in this field assume that education reform efforts sometimes fail because there is simply not enough attention given to all stages of the improvement process. Coupled with this is the increasing interest among policy makers and educators that educational reforms require teachers not ' only to update their skills and knowledge, but also transform their roles, their responsibilities and understanding the complex nature of the change required (Kennedy, 1996; Villegas- Reim, 2003; Fullan, 2001). This study investigates the value and importance of teacher's attitude towards educational reform. Explicitly, this research explores how a sample of science teachers in primary schools in Kuwait think about change and how they perceive and respond to educational reform. Data were collected by means of a large-scale questionnaire specifically addressing the views of (187) primary school science teachers toward the implementation of educational reform in Kuwait and their experiences and problems in their daily working life. In addition, focus group interviews with selected science teachers were used to understand in depth why and how science teachers possess the attitudes they hold towards educational reform implementation. A literature review was carried out to obtain a comprehensive view of previous research focused on the concept of reform, science education reforms and teachers' attitudes and responses toward change. The literature review also examined reforms in other countries which have remarkable educational system there were: Finland, Canada, Chile, Japan, Singapore, USA, UK and South Korea and some regional countries such as Egypt, Qatar and the United Arab Emirates, which represent a model for educational reforms in the Arabic region. Recommendations are made from this study based on the findings related to issues of teachers' attitudes to educational change and approaches to helping teachers to equip themselves to more effectively prepare for successful reform implementation. A further outcome, from this research is seen as providing guidelines for educational leaders in the Ministry of Education and in schools in Kuwait to develop public understanding and awareness of the importance of teachers' acceptance and readiness for the support and success of an educational reform.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available