واقع تطبيق النموذج الإشرافي لتمكين المدرسة من وجهة نظر المديرات في مدينة الرياض
This study aimed to identify the reality of applying the supervisory model of school empowerment from the point of view of school principals in the city of Riyadh. The study used the descriptive method and questionnaire as the primary tool for collecting data. The study population included all female principals of public education schools in the city of Riyadh, and a random sample of (173) female principals was selected. The results indicated that: 1) the general average for the second axis, the criteria for applying the supervisory model for empowerment from the point of view of female principals in the city of Riyadh, was (high), 2) the general average for the third axis, the obstacles to applying the supervisory model for school empowerment from the viewpoint of female principals in the city of Riyadh, was (medium). 3) There were no statistically significant differences between the averages of the responses of the study sample members towards the criteria for applying the supervisory model of school empowerment according to the years of experience variable. 4) There are also no statistically significant differences between the averages of the responses of the study sample members regarding the obstacles to applying the supervisory model of school empowerment according to the variables of academic qualification and educational stage. 5) There were statistically significant differences between the averages of the responses of the study sample members towards the criteria for applying the supervisory model of school empowerment according to the academic qualification variable, in favor of a sample of master’s degree holders. According to the educational stage variable, the differences were in favor of the primary stage. 6) There are also statistically significant differences between the averages of the responses of the study sample members regarding the obstacles to applying the supervisory model of school empowerment according to the years of experience variable, in favor of (from 5 to 10 years). The study reached several recommendations, including: preparing an annual guide for educational supervision that includes developing the supervisory program to empower the school and describing tasks, procedures, processes and steps. (Published abstract)