القيادة الممكنة لدى قادة مدارس التربية الخاصة في محافظة الطائف و علاقتها بسلوك المواطنة التنظيمية لدى المعلمين

Abstract EN

This study aimed to identify the degrees of practicing the empowering leadership style by leaders of special education schools from teachers' point of view and the availability of teachers' organizational citizenship; and explore the relationship between practicing the empowering leadership by schools leaders and the organizational citizenship behavior by teachers.

A quantitative methodology of survey and correlation was used in this study where the researcher used two measurements, namely the empowering leadership and the organizational citizenship behavior.

The sample of the study was composed of (281) male and female teachers.

The findings of the study revealed that: the degree of practicing the empowering leadership by the schools leaders was high; the degree of practicing the organizational citizenship behavior by the teachers was high; there was a positive relationship between the empowering leadership of the special education schools leaders with the teachers' organizational citizenship behavior; there were no statistically significant differences between the levels of the empowering leadership of schools leaders attributed to the variables of gender and years of experience; there were no statistically significant differences between the levels of the teachers' organizational citizenship in the dimensions of good conscience and civilized behavior attributed to the variable of gender; and there were differences attributed to the variable of years of experience.

Finally, the study recommended the need to strive towards establishing the concept of the empowering leadership with schools leaders through designing and implementing training programs.