الملخص الإنجليزي
The current study aimes to identify the degree of administrative empowerment of school principals, and its relationship to the job performance of teachers in Governorate of South Al Batinah in the Sultanate of Oman. To achieve the objectives of the study, the descriptive correlative approach was used, and to collect information about the phenomenon under study, the researcher developed a questionnaire, which was applied to a sample of (86) male and female managers from the South of Al Batinah Governorate. The study concluded a set of results, the most important of which are:
The degree of administrative empowerment of school principals from their point of view came with a degree of great agreement with a weighted average of (3.60), and a standard deviation of (0.35), where the field of delegation of authority and the field of information sharing came with a degree of great agreement, while the field of participation in decision-making occurred, and the field of creative performance training at a medium degree of approval. The outcomes also indicated that there were no statistically significant differences at the significance level (α ≤ 0.05) in the four administrative empowerment domains due to the gender variable, while there were statistically significant differences in the (delegation of authority) and (participation in decision-making) domains. For the educational qualification variable, there are also statistically significant differences at the level of significance (α ≤ 0.05) in (the field of delegation of authority), (the field of participation in decision-making), and (the field of training on creative performance), due to the variable of experience.
The outcomes of the study also indicated that the level of the job performance of teachers in South Al Batinah Governorate came with a high level of approval, as all fields obtained great approval, namely: the field of planning, the field of relationship with students, and the field of relationship with colleagues. It indicated that there were statistically significant differences at the significance level (α ≤ 0.05) between the average responses of the study sample members in the areas of teacher job performance due to the gender variable, and they were in favor of males. While it was found that there were no significant differences at the significance level (α ≤ 0.05) in the areas of teachers' job performance due to the variables of academic qualification and years of experience. The results of the study also indicated that there is a direct relationship between the empowerment of school principals and the job performance of teachers.
This study recommended a set of recommendations, the most important of which are: increasing interest of senior leaders and planners in the Ministry of Education in producing practical scientific measures for the administrative empowerment of school principals, and scientific measures to measure the level of the job performance of teachers, and conducting more studies in the administrative empowerment of school principals and its relationship to other variables.
