المركزية وانعكاساتها على التمكين الإداري لدى مديرات مدارس التعليم العام

الملخص EN

The current study attempts to recognize the reflections of centralization on administrative empowerment and the suggestions that contribute to enhance empowerment among female leaders of public education schools from their perspective.

The study adopted a qualitative research with dasic design, and used interview for data collection.

The sample consisted of 8 female leaders at public schools at Buraidah city that was purposefully selected.

The study concluded that centralization has its reflections on administrative empowerment among female leaders at public education schools through the following: Limited powers assigned for female school leaders, lack of formal work teams for administrative work among schools, excluding female school leaders from decisions associated with school affairs, ineffectiveness of communication among administrative levels in certain aspects, poor moral incentives, and limited encouragement of creativity and inventiveness.

Schools need integrated school accommodations that allow initiatives and participation in various activities.

Many suggestions resulted from the current study to enhance administrative empowerment among female school leaders in public education through qualifying female school leaders, supporting their participation in making decisions associated to schools, flexibility in available powers of female school leaders, and encouraging collaborative work among female school leaders.

The study recommended spreading the culture of administrative empowerment among female school leaders, educational supervision, and education administrations, in addition to encouraging schools by education administrations to introduce distinctive innovative ideas, and supporting them financially, employing the available capabilities and resources.