The Degree to which Primary School Principals within the Green Line Practice the Principles of Administrative Empowerment for teachers

Abstract

The study aimed to identify the degree to which primary school principals within The Green Line practice the principles of administrative empowerment for teachers, as well as the effect of the intermediate variables (gender, experience, academic qualification, and job title) on the responses of the study sample. The study used the descriptive survey methodology. The questionnaire was used as a tool for data collection, as it included four domains: authorization, professional growth, motivation, and work teams. The questionnaire was applied to an accessible sample consisting of (367) principals and teachers, after verifying its validity and reliability. The results showed that the degree of practicing administrative empowerment and its four domains was high, and the absence of statistically significant differences at the significance level (α = 0.05) considering the effect of the intermediate variables. The study recommended that principals preserve the high level of administrative empowerment of their teachers, and to delegate them greater decision-making powers.