ممارسات القيادة الفاعلة في دعم التنمية المهنية المستدامة في ضوء التمكين المدرسي
The study aimed to identify effective leadership practices in supporting sustainable professional development in light of school empowerment. The researcher used the descriptive approach, and the research sample consisted of (120) male and female teachers. The results of the research concluded that the degree of school principals’ practice of effective leadership from the point of view of male and female teachers was (OK), where the general average was (4.084) and the degree of school principals’ practice of the dimensions of sustainable development (communication, training and development, developing teaching skills, employing information and communication technologies) from the point of view of male and female teachers was (agree), where the general average was (3.817) The study recommended that the school principal hold individual and group meetings with teachers to discuss educational and pedagogical issues in the school, and urge the school principal to track the teachers’ performance during class visits and discuss this with them after the end of the class visit, and work on directing the school principal to direct the teachers to participate in the local community in various occasions, and to identify the school principal’s training needs. Necessary for male and female teachers. (Published abstract)