أثر تفويض السلطة على جودة الأداء لدى مديرات المدارس الثانوية بمحافظة جدة

Abstract EN

This study aimed to reveal the effect of delegating authority on the quality of performance of secondary school leaders in Jeddah governorate.

a female teacher, distributed among (30) schools, and a random sample of (150) female teachers was chosen from the research community, with five female teachers from each school.

its validity and reliability were applied in the second semester 1443 AH / 2022 ad on the sample vocabulary, and statistical methods and treatments were used to analyze the results, including : Pearson correlation coefficient and cronbach's alpha coefficient to adjust the study tool and ensure validity and reliability, frequencies and percentages to describe the characteristics of the study population and sample, arithmetic mean and standard deviation the multiple analysis of variance test.

the results showed that there is an impact of delegation of authority on the quality of performance of secondary school principals in Jeddah, and the reality of delegation of authority from the point of view of the teachers, with a mean score of (3.76), a relative weight of (74.76%), and a great response.

as well as the reality of the quality of performance from the point of view of the parameters, with an arithmetic mean (3.45) and a relative weight (73.07%), with a great response degree.

the results showed that there was no statistically significant correlation at the level of significance (α ≤ 0.05) between delegation of authority (academic / administrative) and the level of quality performance of secondary school principals from the teachers' point of view, which is related to the variable (years of experience) in Jeddah.

in light of these results, the study recommended the need to work on providing a decentralized system in the school to reduce the administrative burden on the school administration by relying on the teachers in the validity of behavioral procedures during the absence and presence of female students through this system, and the need to invest the knowledge of the experienced teachers to a greater extent in training and qualifying new parameters.