Arabic Language Teachers’ Engagement with Published Educational Research in Kuwait’s Secondary Schools

Abstract

This study investigates Arabic language teachers’ engagement with published educational research in Kuwait’s secondary schools. The study employs 170 participants across six educational regions in the country by using a quota sampling strategy. It used a questionnaire in eliciting their engagement with published educational research. The data were analysed by using simple percentage to describe the scenarios of their engagement with the published educational research. The results show that there is a lack of encouragement and support by their institutions in relation to teachers’ engagement with published educational research. It also indicates that the findings of the study do not relate to their practical teaching.

This study recommends that there should be raising of awareness of the teachers on the importance of published educational research. Researchers should be cognizant of the needs of teachers and important roles that teachers could play in the implementation of the findings of the research. It also suggests the development of teachers’ capacity-building such as teachers’ research literacy. This could assist teachers to develop their reading and writing, as well as engaging with published educational research. Again, the study advocates the development of organisational cultures which could support teachers’ engagement with research. This might help in developing teachers’ professional development in relation to their engagement with published educational research.