Dr. Ayeshah Ahmed Alazmi
Associate Professor at Kuwait University
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Academic Career Length
7Years (2020-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
View All Publications16 September 2020 in Educational Management Administration & Leadership
Journal Article
Ayeshah Ahmed Alazmi
Yasser F. Hendawy Al-MahdyScholars have asserted that a school principal’s authentic leadership can raise the engagement of teachers under their charge. This paper delves into this consideration, within the context of Kuwaiti educational reform, by investigating the extent to which principal authentic leadership (PAL) affects teacher engagement (TE) by enhancing their occupational self-efficacy (OSE). The study used a non-experimental, predictive survey design, obtaining data from 333 teachers in 25 primary schools in Kuwait. The study tested a set of hypotheses drawn from a conceptualized model developed from previous research studies using structural equation modelling (SEM). Results indicated the validation of this model describing how PAL affects teacher OSE and TE. Data analysis from this study indicated that PAL has a significant, positive effect upon TE, as does OSE. Furthermore, OSE mediates the relationship between PAL and TE. These findings contribute to our understanding for the effects of authentic leadership in Kuwait. As such, this study offers insight into how Kuwaiti policymakers may improve and support school leadership practices to realize the aims of the nation’s educational reform goals. Additionally, this study builds upon, and extends, the foundations established in earlier research endeavours regarding school principal leadership within centralized education systems and outside Western society.
16 October 2020 in International Journal of Leadership in Education
Journal Article
Ayeshah Ahmed AlazmiAAAbdulaziz S. Alenezi
Abdulaziz S. AleneziEmpirical research advocates that school leadership plays a significant role in shaping worker commitment, and how important the latter is regarding scholastic outcomes. This study examined the phenomenon in the Kuwaiti public school by attempting to identify the mediating effect a teacher’s Trust In their school’s Principal (TIP) has upon the relationship between Organizational Justice (OJ) and Teacher Commitment (TC). More specifically, this study attempted to: (1) describe and compare TC in Kuwaiti public schools against the demographic variables of gender, nationality, years of experience and school level; (2) examine the total effect of OJ on TC; and (3) determine whether TIP has significant mediative effects upon the relationship between OJ and TC. The research sample comprised 200 teachers from 30 different Kuwaiti public schools. Study participants revealed that TC, OJ and TIP are all at mediocre levels in Kuwaiti schools. The study also indicated that elementary school teachers have significantly lower TC than their colleagues working in high schools. Moreover, the study demonstrated that TC is positively and significantly related to OJ and TIP. The study also showed that TIP does indeed act as a mediator between OJ and TC. The researcher provides relevant recommendations based on these findings.
24 September 2021 in Educational Management Administration & Leadership
Journal Article
Ayeshah Ahmed AlazmiWHWaheed Hammad
Waheed HammadResearch has revealed that appropriate school leadership practices can positively support and promote teacher learning. This study examines the influences of Learning-Centered Leadership upon Teacher Agency, Trust and professional learning in a Kuwaiti context. Following results from recent empirical research, this study tested a model of principal leadership effects upon teacher learning via the mediators of Teacher Trust and Agency. The researchers collected data from 1060 teachers working at 64 Kuwaiti public schools and analyzed this data using confirmatory factor analysis and structural equation modeling. Results validated this model, showing that Learning-Centered Leadership affects teacher professional development via Teacher Trust and Agency. This improves our understanding of the relationship between school leadership and teacher professional learning both in Kuwait and internationally; relevant recommendations are listed.
25 July 2022 in Educational Research for Policy and Practice
Journal Article
Ayeshah Ahmed AlazmiHAHuda Alazmi
Huda Alazmi4 March 2021 in Leadership and Policy in Schools
Journal Article
Yasser F. Hendawy Al-MahdyAyeshah Ahmed AlazmiTeacher turnover is a major concern for education policymakers worldwide. This study examines the relationship between principal support and teacher turnover intention in Kuwait, focusing on the mediating role of teacher job satisfaction. Data collected from 392 teachers in public schools were analyzed using a structural equation model. The results show that principal support has an indirect effect on teacher turnover intention and is significantly mediated by teacher job satisfaction. This paper broadens the scope of principal support, discussing implications for education policymakers and providing recommendations to improve principal leadership practices and reduce teacher turnover.
11 December 2023 in International Journal of Leadership in Education
Journal Article
Ayeshah Ahmed AlazmiAbout Me
Dr. Ayeshah Al-Azmi is an Associate Professor in the Educational Administration Department at the College of Education, Kuwait University . She earned her Ph.D. Virginia Tech (USA) with honors, and holds a Graduate Certificate in Educational Research & Evaluation from VT, alongside an M.A. in Educational Administration and a B.A. in Education (Biology/Chemistry) from Kuwait University.
Her scholarship centers on educational leadership and policy, educational law supported by local and international funding—currently including six funded projects at Kuwait University.
Dr. Al-Azmi is the author of the refereed book “Introduction to Educational Law” and has contributed to edited volumes and peer-reviewed book chapters. Her research record includes 25 international (Q1 JCR) studies and 10 Arabic studies, with 7 full papers in conference proceedings, 30 conference paper presentations, and 12 research posters. Recognized for excellence, she received multiple Kuwait University research rewards (2022–2025), won First Prize in the Sheikh Faisal bin Qassim Al Thani Award for Educational Research (2023) in Qatar, and was named Best Young Researcher in Arts & Social Sciences at Kuwait University (2021). Beyond publishing, she serves the field as an external promotions reviewer, a reviewer for UNESCO’s Global Education Monitoring (GEM) Report 2024/2025. Institutionally, she has held key leadership roles including Director of the Education Development Center at Kuwait University.