Abstract
This study explored how school administrators in Kuwait conceive students' thinking skills and their perceived role in promoting such skills. A random sample of school principals and head teachers was interviewed. A major finding of this study was that administrators understand students' thinking in terms of higher levels of thinking activities. Administrators also indicated that they can play a significant role in this endeavor by giving teachers the opportunity to be creative and encouraging and helping them to be so. However, they believe that their role is hindered by their limited authority, their many managerial responsibilities, and the limited time available to finish the prescribed curriculum.
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