دور التمكين المدرسي في تعزيز الأداء التعليمي والتربوي لمديري المدارس بمحافظة جدة من وجهة نظر المشرفين التربويين والمديرين

Abstract

The current study aimed to investigate the role of school empowerment in enhancing the educational performance of school principals from the perspectives of educational supervisors and school principals. To achieve this objective, the study employed a descriptive-analytical methodology, using a questionnaire developed by the researcher to collect data from a sample of 123 educational supervisors and school principals. The results were as follows:

• School empowerment positively impacts principals’ abilities in school administration and the management of teaching and learning processes.


• School empowerment does not have a positive impact on principals’ educational performance in terms of improving academic achievement and managing the school environment.

In light of these findings, the study proposed several recommendations expected to enhance the role of school empowerment in improving the educational performance of school principals, including:

• Developing intensive training programs and specific performance standards for educational supervisors to enhance their ability to effectively implement the school empowerment model.


• Encouraging self-initiatives, establishing effective communication channels between supervisors and principals, and allocating additional resources to improve the learning environment, while also promoting research and development in educational supervision.


• Enhancing continuous communication between educational supervisors and teachers to ensure the necessary support and ongoing guidance are provided, aiming to achieve the desired educational goals that contribute to improving learning outcomes.