The Degree to Which School Principals Enforce the Skills Included in "School Leaders Empowerment Program" from the Perspective of Educational Supervisors and Teachers

Abstract

Developing school principals skills are important for the success of their administrative performance. Therefore, the study aims to identify the degree to which school leaders enforce the skills included in the School Leaders Empowerment Program and to detect inconsistencies among responses by the participants of the study. The descriptive survey method was used, and the research tool was a questionnaire. The study population consisted of all educational supervisors and teachers. there are statistically significant differences at a significance level less than or equal to (0.05) according to the job title variable in favor of teachers regarding the degree of school leaders who enforce the skills included in the "Empowering School Leaders Program" in the two dimensions and the tool as a whole. It also found statistically significant differences in favor of teachers regarding the degree of school leaders applying the skills included in the School Leaders Empowerment Program. The study concluded that: school principals enforce the skills included in the program to a high degree, the administrative dimension showed the highest degree of achievement, and the highest areas of the technical dimension in achievement is the field of improving students: medically, scientifically, and culturally, followed by the field of improving teaching skills, then the field of quality improvement.