Kuwait Schools Outcome
The indicators (dependent variables) in this investigation of the school’s outcome are the students’ mathematics and science academic achievement. The TIMSS data for the other indicator of principal’s influence on curriculum is null for Kuwait. The data from TIMSS Question # 4 was analyzed and a multiple histogram of both mathematics and science academic achievement of Kuwait schools’ students is seen in Figure 8 (Appendix). The modes in the histogram indicate high academic achievement which is represented by an “Agree” answer. Furthermore, there are a high percentage of observations (40%) with the answer of “Strongly Agree” showing an extraordinary academic achievement for the Kuwait schools.
A brief analysis of data from Kuwait schools and students suggest a different relationship than the one developed using the USA data. The Kuwait data analysis showed that although the authoritative principal’s leadership style is predominant in Kuwait schools, the schools maintain a cooperative environment and school outcome is in terms of student academic achievement. Figure 9 (Appendix) depicts the proposed Kuwaiti schools’ cause/effect model and the relationship between principal’s leadership style, school’s environment and school outcome.