INSET programmes in Kuwait: a national survey of stakeholder perception

Abstract

In-service teacher training programmes, which is mentioned as INSET in this thesis, is considered by the different educational policies around the world as one of the most important and sensitive factors which has the potential to support and improve schools performance in a visible scale (Almazkoor, 2009; Alwan, 2000; Bayracki, 2009; Burns, 2005; Rakumako & LaugKsch, 2010; and Yigit, 2010). However, there is a need of designing and producing sustainable INSET programmes which are practical to the demands of specific contexts. The purpose of this research is to explore current INSET programmes provided to teachers in the public schools in the State of Kuwait and understand the perceptions of the respective teachers, heads of departments and head teachers.

The nature of this research can be fallen under the pragmatic paradigm because it tries to connect the perceptions and reflections of teachers and school members to perceive a holistic picture of the targeted educational practice. Mixed methods approaches were used in this descriptive study, and one questionnaire and forty-five semi-structured interviews were conducted to explore the research participants’ perceptions on the quality, contributions and suggestions on present INSET programmes in Kuwait.

Thirty sets of questionnaire were delivered to the teachers of the fifty primary, intermediate and secondary public schools of all six districts of Kuwait namely Alasema, Alfarwanya, Aljahra, Alahmadi, Hawalli and Mubarak Alkabeer. Teachers responded to the questionnaire and shared their opinions using both the Likert scale statements and open ended questions. Interviews were conducted with teachers, head of departments and head teachers to examine their perception in more elaborately about current INSET programmes in order to understand and explore their wider views and opinions. The sample was selected as a randomly selection in order to obtain a representative sampling and the reason for that was to gather a representative findings that can describe the population fairly.

The data analysis procedure was completed through three phases. Firstly, quantitative data were collected via questionnaires from participants and questionnaires were then revised and treated by the SPSS system. The quantitative data were divided in a thematic way based on the research questions, and each theme has its own items that were set to answer that theme. The quantitative findings were then presented in tables as counts and percentages for each theme and its items. Secondly, qualitative data were collected from interviewees who were given coded in order to illustrate each one is voice. Data were then transcribed and categorized in a thematic way based on the research questions and literature review.

Finally, each of the two methods was presented in a thematic manner with its findings and results and supported by each method. The aim is to combine and match the two methods as one theme and that support each other. The responses of the interviewees were allocated to the six major themes namely programme design PD, trainer competency TC, identifying and meeting needs IMN, impact I, feedback F and teacher willingness and rewards TWR. Analysis of the words, views and ideas from teachers, head of departments and head teachers were given full consideration based on the six themes. The interviewees showed deep and wider picture for current INSET programmes that support and enrich the questionnaire responses along the overall study. All the data from teachers, head of departments and head teachers indicated that there is a need to improve and reconstruct INSET programmes and the way they are designed and delivered.

The findings of this research study showed agreement across all data collection tools concerning teachers and schools strong willingness to contribute and participate in plan and design INSET programmes. In addition, the findings also showed clear indications to the deficiencies and weakness of the current INSET programmes policy and practice in Kuwait and to provide teachers and schools with the authority to plan and design their own INSET programmes. It is also discovered that INSET programmes do not have a systematic follow up and evaluation by those who deliver it in Kuwait. Furthermore, there was no systematic rewards and incentives system for INSET programmes in Kuwait. This study reflects that in order to plan and design effective INSET programmes there is a need to allow teachers and their schools to contribute and participate in plan and design such programmes and to provide them with power.

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ORCID for Anthony Kelly: orcid.org/0000-0003-4664-8585

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