The Reality of Administrative Empowerment among the Recently Employed Administrators in the Intermediate Schools

Autor/inn/en	Alfadli, Mona A.; Al-Mehaisen, Sarah M.
Titel	The Reality of Administrative Empowerment among the Recently Employed Administrators in the Intermediate Schools
Quelle	In: International Education Studies, 12 (2019) 6, S.120-133 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Empowerment; School Administration; Administrator Attitudes; Foreign Countries; Power Structure; Teamwork; Self Motivation; Individual Development; Self Efficacy; Teacher Administrator Relationship; Incentives; Administrator Qualifications; Professional Development; Administrative Organization; Participative Decision Making; Principals; Administrator Responsibility; Personnel Selection; Employment; Access to Information; Communication Skills; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Individuelle Entwicklung; Self-efficacy; Selbstwirksamkeit; Anreiz; Principal; Schulleiter; Personalauswahl; Personalentscheidung; Dienstverhältnis; Kommunikationsstil; Saudi-Arabien
Abstract	The current study aims at identifying the reality of administrative empowerment among administrators recently employed in the intermediate schools of Riyadh Al-Khabra city, Saudi Arabia, from their perspective. The descriptive survey and comparative approach were applied to (89) administrators recently employed in the intermediate schools of Riyadh Al-Khabra. A five-domain questionnaire was developed to measure the dimensions of empowerment, including delegation of authority, self-motivation, teamwork, personal development and effective communication. The study resulted in a medium level of administrative empowerment among the recently employed administrators in the intermediate schools of Riyadh Al-Khabra. Authority delegation ranked the first, followed by teamwork, effective communication, self-motivation and personal development, respectively. Academic qualification had an ineffective impact on the administrative empowerment of the recently employed administrators. The study recommended supporting the application of the concept of empowerment through disseminating the culture of empowerment in the educational field, diagnosing the relevant organizational constraints, boosting confidence, improving communication among administrators, encouraging teamwork, affording communication channels between administrators and the respective educators and reconsidering the incentive system, administrators' titles and job description based on academic qualification. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01