The Reality of Administrative Empowerment among the Recently Employed Administrators in the Intermediate Schools

Abstract

The current study aims at identifying the reality of administrative empowerment among administrators recently employed in the intermediate schools of Riyadh Al-Khabra city, Saudi Arabia, from their perspective. The descriptive survey and comparative approach were applied to (89) administrators recently employed in the intermediate schools of Riyadh Al-Khabra. A five-domain questionnaire was developed to measure the dimensions of empowerment, including delegation of authority, self-motivation, teamwork, personal development and effective communication. The study resulted in a medium level of administrative empowerment among the recently employed administrators in the intermediate schools of Riyadh Al-Khabra. Authority delegation ranked the first, followed by teamwork, effective communication, self-motivation and personal development, respectively. Academic qualification had an ineffective impact on the administrative empowerment of the recently employed administrators. The study recommended supporting the application of the concept of empowerment through disseminating the culture of empowerment in the educational field, diagnosing the relevant organizational constraints, boosting confidence, improving communication among administrators, encouraging teamwork, affording communication channels between administrators and the respective educators and reconsidering the incentive system, administrators’ titles and job description based on academic qualification.