تمكين المعلمين وظيفيا وعلاقته بدرجة الإقبال على شغل الوظائف الإدارية بالمدارس الثانوية العامة بشمال سيناء : دراسة حالة
The aim of the research was to reach a proposed procedure to enable teachers to function as an input to increase their demand for administrative positions in public secondary schools in north Sinai. The research relied on the method of case study as one of the descriptive approaches. And the recruitment of administrative positions in preparation for the establishment of proposed procedures to achieve the functional empowerment of teachers, in order to ensure the increase in the demand to fill the administrative posts in public secondary schools in North Sinai. The problem of research has been crystallized in the following key question: how can a proposed procedure be put in place to achieve the functional empowerment of teachers in order to ensure a greater uptake of administrative posts in public secondary schools in north Sinai? The following questions are derived from it: 1) what is the theoretical basis for teachers' ability to function in light of the analysis of contemporary management literature? 2) What are the dimensions of functional empowerment of teachers as a mechanism to increase their demand for occupation of administrative positions in public secondary schools? 3) What are the attitudes of teachers towards the desire for occupation of administrative positions in their schools in the future? 4) What is the relationship between teacher empowerment and the degree of interest in administrative position occupation in the public secondary schools in north Sinai? 5) What measures are proposed to enable teachers to function as an input to increase their demand to hold administrative positions in the public secondary schools in north Sinai? The research has reached a number of results, the most important of which are: 1) the degree of teachers 'sense of functional empowerment is medium in two areas (decision-making and respect), and weak in three axes (self-independence, self-efficacy, professional development) and weak in the evaluation of teachers' sense of empowerment. 2) The degree of teachers 'attitudes towards future managerial positions in their schools is weak at the core (the desire to upgrade in the future, the sense of organizational justice), and weak in the direction of teachers' attitudes toward future administrative positions in their schools. 3) There are no statistically significant differences between the male and female averages in the fields of study which are attributed to the gender variable (male / female). 4) There are no differences between the average of the sample in the evaluation of the teachers' sense of functional empowerment in its five dimensions, which is attributed to the variable of qualification (bachelor - BA / postgraduate), as well as there are no differences between the average of the sample in the direction of teachers to occupy future administrative positions in their schools , which is attributed to the variable of qualification (BA - BA / graduate). 5) There are no differences between the responses of the sample members, which are attributed to the variable of the current professional situation in all areas of the field (evaluation of the teachers' sense of functional empowerment), except for the sense of respect. There were no differences between the responses of the sample members future in their schools. 6) There are no differences between the average of the sample at the level of 0.05, attributed to the variable of the educational administration in all areas of the field (evaluation of teachers 'sense of functional empowerment) except the axis of autonomy as one of the dimensions of the teachers' feeling of empowerment, and there were no differences between the responses of the sample members teachers' attitudes toward future administrative positions in their schools. In the light of the results of the research, a set of proposed measures was presented to enable teachers to function as an input to the recruitment of administrative positions in the public secondary schools in north Sinai, which included several stages. The first stage is to include the dimensions of functional empowerment in the form of a written job ethics charter, the second stage includes clarifying procedures for implementation of the code of honor. The third stage includes the requirements for applying the proposed procedures and the difficulties expected in applying them. (Published abstract)