Administrative Procrastination and Its Impact on the Quality of Operational Plan Implementation According to the Kaizen Methodology in Inclusive Schools in the State of Kuwait

Abstract

The study aimed to investigate the relationship between administrative procrastination and the quality of operational plan implementation according to the Kaizen methodology in inclusion schools in the State of Kuwait. The descriptive correlational method was employed, with the study population consisting of (20,504) teachers during the academic year (2024/2025). The study sample included 479 teachers selected through stratified random sampling, representing 2.33% of the total population. The main tool for data collection was a questionnaire that included two main sections: the Arabic scale of administrative procrastination (Abdel-Khaleq & Al-Dughaym, 2011), and the scale of the quality of operational plan implementation based on Kaizen methodology with its three dimensions: continuous improvement, efficiency of implementation and waste reduction, and participation and monitoring.The results revealed that the level of administrative procrastination was low, reflecting a decline in procrastination practices. In contrast, the mean score of the participants’ estimates of the quality of operational plan implementation according to Kaizen methodology was (3.49), indicating a moderate level of application. The results also showed statistically significant differences in administrative procrastination based on gender (in favor of males) and years of service (in favor of those with less than five years), as well as in the quality of implementation based on gender (in favor of females) and years of service (in favor of those with medium and long service). Correlation analysis indicated a significant negative relationship between administrative procrastination and the quality of operational plan implementation (r = -0.491), meaning that higher procrastination leads to lower quality. Regression analysis further revealed that administrative procrastination accounted for about 24.1% of the variance in implementation quality. In light of these findings, the study presented recommendations targeting the training of school leaders in planning and implementation, and adopting Kaizen methodology systematically to reduce manifestations of administrative procrastination and enhance institutional efficiency in inclusion schools.