Abstract
This article investigates the influence of head of department instructional leadership, collegial cooperation, and school administration support on the perspectives of 649 teachers in Kuwait toward school-based professional learning. The study used a quantitative questionnaire, and teachers expressed positive school-based learning experiences. The multiple regression analysis revealed that this learning was significantly related to collegial cooperation, head of department instructional leadership, and school administrative support. The results of the study contribute to understanding the way that instructional leadership, cooperation, and school administration support interact and contribute to teachers’ school-based professional learning.
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