The Degree of Administrative Empowerment Practiced by Junior High School Principals within the Green Line and its Relationship to Teachers' Achievement Motivation

Authors

Dalia Hanno, Yarmouk University - JordanFollow
Mohammad Ashour, Yarmouk University - JordanFollow
Mohammad Momani, Yarmouk University - JordanFollow

DOI

https://doi.org/10.35192/jjoas-h.v45i2.1215

Abstract

The aim of this study was to identify the degree of administrative empowerment practiced by junior high school principals within the Green Line and its relationship to teachers' achievement motivation from both the principals' and teachers' perspectives. The study sample consisted of 422 principals and teachers, selected using a stratified random sampling method. To achieve the study's objectives, a questionnaire was used to collect data, and a descriptive correlational approach was employed. The results revealed that the degree of administrative empowerment among junior high school principals along the Green Line, from the perspectives of principals and teachers, was high. Additionally, the level of achievement motivation among teachers was also high. The findings indicated a positive, moderate, and statistically significant correlation between the degree of administrative empowerment practiced by principals and teachers' achievement motivation. The study recommends encouraging principals to continue practicing administrative empowerment and delegating some of their authorities to teachers, as this has positive effects on teachers' motivation and productivity.

Recommended Citation

Hanno, Dalia; Ashour, Mohammad; and Momani, Mohammad (2025) "The Degree of Administrative Empowerment Practiced by Junior High School Principals within the Green Line and its Relationship to Teachers' Achievement Motivation," Jordan Journal of Applied Science-Humanities Series: Vol. 45: Iss. 2, Article 7.
DOI: https://doi.org/10.35192/jjoas-h.v45i2.1215
Available at: https://digitalcommons.aaru.edu.jo/jjoas-h/vol45/iss2/7