Abstract:
This study was conducted to identify the school leadership evaluation of the
competency-based curriculum that is implemented in the Kuwaiti elementary
and middle schools. The descriptive analytical methodology was used; 739
educational leaders participated in the study including the principals, assistant
principals, heads of departments, and teachers. All of the participants worked
for public elementary and middle schools based throughout the educational
districts in Kuwait. The researcher used the questionnaire as a means for data
collection. The study results showed important findings, the most important of
which are: Participants’ opinions on the evaluation of the competency-based
curriculum in elementary and middle schools Kuwaiti schools were all neutral
for all the relevant aspects )basic competencies, general competencies, and
special competencies( in addition to the overall degree of these aspects; The
most significant challenges that face the implementation of the competencybased
curriculum were agreed upon by participants with “agree” and “strongly
agree; There were statistical differences in favour of middle schools as well as
statistical differences between the educational districts in favour of the Capital,
Hawiily , Ahmadi, and Jehra. There were statistical differences in the grade
point averages (GPAs) pertaining to the difficulty of the implementation of the
competency-based curriculum. These statistical differences were in favour of
elementary schools. The results also showed differences in favour of females
and occupational differences in favour of teachers in addition to differences
between the educational districts in favour of Ferwaniya educational district.
The findings of the study point to a strong of influence of the challenges faced
on the implementation of all aspects of the competency-based curriculum.