The Impact of empowered Leadership on developing Teachers' Professional Performance

Abstract

The study aimed to identify the degree of practice of empowered leadership in schools in Al-Laith Governorate, from the teachers' perspective, and to identify the level of professional performance development among teachers in Al-Laith Governorate schools, from their perspective. To reveal the statistical relationship between the average responses of sample members regarding the practice of empowered leadership in schools in Al-Laith Governorate and teachers' professional performance, the researcher used a correlational survey method. The study population consisted of (1,660) teachers in Al-Laith Governorate schools. The study sample was selected using a simple random sampling method, with (269) members representing (16.20%) of the study population. The study concluded that the practice of empowered leadership in schools in Al-Laith Governorate was (very high) from the teachers' perspective. The dimension (demonstrating confidence in high performance) in school leaders was (very high) from the teachers' perspective. The results concluded that there is a highly significant positive correlation between the degree of empowered leadership practice in secondary schools and the level and professional performance of teachers. The study recommended giving teachers greater opportunities to participate in the decision-making process and enhancing the importance of their work, particularly those related to them or affecting their work, through empowered leadership methods and practices that serve to achieve the school's educational and organizational goals. Keywords: empowered leadership, professional performance, teachers.