درجة التمكين الوظيفي لمديرات المدارس الثانوية العامة في الأردن و علاقتها ببعض المتغيرات

الملخص EN

This study aimed to investigate the level of job empowerment of public secondary female principals in Jordan and its relationship with some variables.

Accordingly, the study sample consisted of (89) female principals and (261) female teachers working at public secondary schools in Jordan during the school year (2015/2016).

The results of the study showed that the current status of the job empowerment of public secondary female principals as perceived by female principals themselves and female teachers working with them was moderate.

The results also showed a statistically significant difference in the current status of job empowerment for principals of public secondary schools in Jordan from female principals and teachers point of view, due to the variable of job position, in favor of the principals; and for the variable of qualificationwhere the differences were between the holders of bachelor degree and holders of higher diploma degree in education- in the favor of higher diploma degree; and also between the holders of bachelor degree and holders of master's or higher degree in the favor of master's or higher degree.

The study results showed also the lack of statistically significant differences in the current status of job empowerment for principals of public secondary schools in Jordan, from the standpoint of the female principals themselves and the female teacher working with them due to the variables of specialization and expertise.

The researchers recommend that we should enable the empowerment of the public secondary schools female principals by paving the way for their participation in the vision of education reform policy, improving the situation of the empowerment granted to female principals, helping them in planning, creativity and innovation, and encouraging them to develop their professional performance; as the construction based on theoretical knowledge in the field of leadership and management will result in the acceleration of the acquisition of practical skills, tools and approaches needed to make change.