English abstract
This study aims at identifying the level of practicing authority
delegation to the schools' principals in the South Eastern Governorate in
Oman in light of the requirements of administrative empowerment. It also
seeks to know the extent of any significant statistical differences in the
practice of delegation of authority in these schools, and the obstacles
facing schools in activating the delegation. The study followed the
descriptive approach by designing a questionnaire which consisted of
four factors: the reality of authority delegation practices, the role of the
delegation of authority in improving school performance, requirements
for administrative empowerment, and obstacles to the delegation of
authority in schools. The study sample included (128) senior teachers in
schools in the South Eastern Governorate in the Sultanate of Oman. The
data was processed using the Statistical Package for Social Sciences
(SPSS) to perform statistical analyzes to answer the study questions using
statistical means, standard deviations, T.test, one-way ANOVA.
It concluded that the reality of the exercise of delegation of
authority came to a large degree and that the role of the delegation of
authority in improving school performance came to a large degree. It also
found that there were no statistically significant differences for the
delegation of authority practice among the school principals of in
ح
the South Eastern Governorate of Oman that can be attributed to gender
and experience. Besides, the obstacles to the delegation of authority in
schools came with a medium degree.
Recommendations for activating the practice of delegation of
authority to school principals were highlighted, and suggestions for
relevant future studies were made as well.
