Leveraging Teacher Leadership Practices During Periods of Disruption in Kuwait: A Q Methodology Study

In the realm of educational change, the concept of teacher leadership has gained remarkable significance, acknowledging the pivotal influence which teachers can wield in molding educational practices and outcomes. This study examines the leadership practices of Kuwaiti teachers during periods of disruption. Q methodology was used to collect and analyze data quantitatively and qualitatively. A 34-statement Q-sample was developed and applied to 45 Kuwaiti public school teachers. Q factor analysis revealed three significantly different viewpoints regarding participant teacher leadership practices: (1) proactive classroom innovators, (2) collaborative school cultivators, and (3) leadership boundaries. The findings unveiled the multifaceted practices of teacher leadership in the Kuwaiti context, offering valuable insight into the sensitive interplay of leadership roles during times of disruption.