The Impact of Principals’ Leadership Skills in Government Secondary Schools on Enhancing the Inclusive School Climate for Students with Learning Difficulties in Kuwait: Teachers’ Perspectives

Abstract

The present study examined the impact of principals' leadership skills on enhancing the inclusive school climate for students with learning disabilities in the State of Kuwait, from teachers’ perspectives. The study also identified differences across gender, academic qualification, years of experience, and educational district. A descriptive-analytical method was employed, and a validated and reliable questionnaire was administered to a simple random sample of (395) male and female teachers representing the six educational districts in Kuwait. The results indicated that principals’ practice of leadership skills was rated as high, with the dimension of motivation and inspiration ranking first. The findings also revealed that the level of the inclusive school climate was high. Statistically significant differences in leadership skills were found in favor of years of experience and educational district, whereas no differences were found for gender or academic qualification. Regarding the inclusive school climate, significant differences were found for gender, qualification, and district, while no differences were found for years of experience. Regression analysis showed that leadership skills significantly contributed to predicting the inclusive school climate. The study concluded with recommendations emphasising the need to develop training programs for principals of inclusive schools focusing on motivation and decision-making skills, as well as reinforcing policies that support an inclusive school climate.