الملخص الإنجليزي
The study aimed to identify the reality of the practice of secondary
school principals of authentic leadership and distributed leadership in
the State of Kuwait from the point of view of teachers and school
principals themselves. Besides, the study aimed to identify the reality of
practicing organizational citizenship behaviors among secondary school
teachers from the point of view of the study sample as well as to reveal
the relationship between leadership styles practice and organizational
citizenship behaviors among teachers, The study also examined the most
prominent challenges facing the application of the aspects of the two
leaderships to develop organizational citizenship behaviors in
preparation for building a proposed framework.
To achieve the objectives of the study, a descriptive method that
followed a mixed- method approach with an exploratory sequential design
was used. Both quantitative and qualitative tools were applied. A
questionnaire based on three scales that were adapted to the Kuwaiti
context was initially applied to collect data from a sample of 375 teachers.
Semi-structured Interviews were then applied with 12 principals to delve
into the data and obtain explanations of what the quantitative result
showed. Among the most prominent results of the study was an increase in
the practice of authentic leadership in four dimensions (self-awareness,
transparency in relationships, balanced information processing, and
internal ethical perspective). The results also showed an increase in the
practice of distributed leadership in four dimensions (leadership team
cooperation, leadership support, leadership supervision, and participation
in decision-making) in both quantitative and qualitative aspects as well as
consequent increase in the practice of organizational citizenship
behaviors. Additionally, the results revealed that there were no differences in
the degree to which school principals practice the authentic and distributed
leadership styles and the practice of organizational citizenship behaviors
among secondary school teachers attributed to nationality variable. The
results also indicated that the level of teachers' practice of organizational
citizenship behaviors can be predicted considering school principals'
practice of distributed leadership, while the authentic leadership style did
not predict organizational citizenship behaviors.
In the same context, the study revealed a positive correlation
between the practice of authentic leadership and distributed leadership by
school principals and the practice of organizational citizenship behaviors
among teachers. There were differences in the degree to which school
principals practice the distributed leadership style in favor of females
while there were no differences in the authentic leadership style and the
practice of organizational citizenship behaviors among teachers attributed
to gender variable.
Both qualitative and quantitative results revealed an existence of a
positive impact of the distributed leadership on organizational citizenship
behaviors with an absence of direct impact of authentic leadership on
organizational citizenship behaviors. The results also identified challenges
facing secondary school leaders in practicing authentic and distributed
leadership and had an impact on the development of organizational
citizenship behaviors.
In light of the study results, a framework was proposed in order to
improve the reality and propose methods to overcome the challenges to
achieve the aspirations of Kuwait Vision 2035 that emphasizes the
enhancement of efficiency of administrative work in schools and
educational districts.
