Presenting a Model That Leads School Leaders’ Empowerment

Shah, Syed Tariq; Riaz, Muhammad; Kelly, Mary; Morote, Elsa‐Sofia

doi:10.20533/ijcdse.2042.6364.2014.0277

Cited by 2 publications

(3 citation statements)

References 4 publications

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“…A study (T. Shah et al, 2014) found that knowledge of technology, adequacy of resources, and motivations are among the factors that affect the empowerment of school leaders in the United States of America.…”

Section: Theoretical Framework and Previous Studiesmentioning

confidence: 99%

Administrative Empowerment as a Means to Implement the Blue Ocean Strategy in Jordanian Private Universities in Light of the Corona Pandemic

Maswadeh¹

2022

R. Econ. and Finan.

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This study research the impact of administrative empowerment (delegation authority, teams work, motivation, communication, and training) as a means of implementing the blue ocean strategy from viewpoint of Faculty members in Jordanian private universities in light of the new circumstances resulting from the Corona pandemic that imposed online education in higher education institutions.A questionnaire was designed and distributed in a random sample method to a sample of faculty members in Jordanian private universities, and multiple regressions were used to test the study hypotheses. The most prominent results of the study are: the statistically significant effect of administrative empowerment measured by delegation authority, teams work, motivation, communication, and training as a means to implement the blue ocean strategy in light of the Corona pandemic and online education in Jordanian private universities. The study recommended that the universities must expand the blue ocean in which they are sailing by constantly and permanently following technological developments, mastering diverse language skills, and owning sustainable resources that are difficult to imitate easily by competitors and within short periods.

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Section: Theoretical Framework and Previous Studiesmentioning

confidence: 99%

Administrative Empowerment as a Means to Implement the Blue Ocean Strategy in Jordanian Private Universities in Light of the Corona Pandemic

Maswadeh¹

2022

R. Econ. and Finan.

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Section: Psychological Empowerment Theorymentioning

confidence: 99%

“…Psychological empowerment is defined by Spreitzer (1992) as "the feeling of having control over one's destiny" (Shah, Riaz, Kelly, & Morote, 2014, p. 2000. Four dimensions of psychological empowerment suggested by Spreitzer (1995) include meaning, competence, self-determination, and impact (Shah et al 2014). For principals, feelings of psychological empowerment may emerge from the selfless motivations of educating youths, sufficient background and training in education and educational leadership, and a feeling of confidence in one's ability to make a difference, as well as many other areas (Houghton &Yoho, 2005 andShah, et al 2014).…”

Section: Psychological Empowerment Theorymentioning

confidence: 99%

The Practice of Educational Leaders to Empower Secondary School Principals in the Amhara Region, Ethiopia

Tsegaye¹

2019

theijhss

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Introduction This research was undertaken in public secondary schools, in particular with principals in the Amhara Region of Ethiopia. Principals play a major role in ensuring that the school is well managed for effective teaching-learning. The principal is an instructional leader in the school. Instructional leadership involves the strategic application of knowledge to solve context specific problems and to achieve the purposes of schooling through school community. Instructional leaders face challenges that are numerous and the contexts in which they operate is diverse in nature (Day, Sammons, Hopkins, Harris, Leith wood, Gu, and Brown, 2010). These authors have made the argument that effective instructional leadership can be essentially described in terms of eight broad dimensions. An abundance of research suggests that effective school leaders are vital to promoting student outcomes of schools in many countries (Onderi & Makori, 2013). Furthermore, Abdulrasheed and Bello (2015, p. 2) claim that "leadership is a position of influencing and reputation accompanied by the ability to direct, motivate and encourage others in attaining an intended objective". It is usually practiced that due to rapid changes in the world which is characterised by unending technological progression, the increase in the information society and globalisation. These influenced the inherent goal of schools and their roles are changing correspondingly (Kim, Kim, Kim & Kim, 2006). The extent of the worth of school education as the basis for the existence and advancement of individuals as well as the public is increasingly stressed. This results in raising the concern that the quality of secondary school education has become more cumbersome to school principals than ever. Moreover, the role of instructional leadership is a high priority issue for many countries concerned with education these days. Bottoms and Fry (2009, p. 12) pinpoint that effective instructional leaders enable to bring about the quality of learning through effective instructional practice, aligning curriculum, instruction and assessment to the vision against the regional and national standards. Besides, they are able to create the context for meaningful learning experiences. This is because secondary school principals play a key role in augmenting school achievements by persuading teachers through motivations and developing their capacities, as well as improving the school situation and setting. Researchers (e.g. Bottoms & Fry, 2009) confirm that, professionally developed and empowered school leaders are able to have practical skills, depth of knowledge and critical thinking in order to perform the instructional leadership role effectively within this complex global world.

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Presenting a Model That Leads School Leaders’ Empowerment

Cited by 2 publications

References 4 publications

Administrative Empowerment as a Means to Implement the Blue Ocean Strategy in Jordanian Private Universities in Light of the Corona Pandemic

Administrative Empowerment as a Means to Implement the Blue Ocean Strategy in Jordanian Private Universities in Light of the Corona Pandemic

The Practice of Educational Leaders to Empower Secondary School Principals in the Amhara Region, Ethiopia

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