درجة ممارسة مديري مدارس مديرية التربية والتعليم لقصبة المفرق للقيادة التمكينية وعلاقتها بمستوى الالتزام المهني للمعلمين
The study aimed to identify the degree of practicing empowering leadership by school principals of Mafraq Education Directorate and Its Relationship to the level of professional commitment of Teachers and to know the differences in the average responses of the study sample members according to the variables of gender, academic qualification and years of experience. The study used the descriptive correlational survey approach, and a sample of (361) teachers was selected, representing 10% of the total. The study community, where the questionnaire tool was built to collect data and the questionnaire consisted of two axes: the first axis, empowering leadership, consists of (31) paragraphs distributed over four areas (delegation, participation in decision-making, training, and motivating teachers), while the second axis, the level of professional commitment of teachers, consists of (38) paragraphs distributed over four areas (ethical behavior of the profession, professional responsibility, professional knowledge, professional growth), the validity of the questionnaire was verified. The tool and its stability. The study reached the following results: 1) The degree of practicing empowering leadership by school principals of Mafraq Education Directorate and Its Relationship to the level of professional commitment of Teachers point of view was high. The results indicated that there were no statistically significant differences at the significance level (α≤0.05) between the average responses of the study sample members attributed to the variable of gender, academic qualification and years of experience. 2) The level of professional commitment of teachers who came in the schools of the Mafraq Education Directorate from the teachers’ point of view are highly significant. There are statistically significant differences at the significance level (α≤0.05) in the average responses of the study sample members about the level of professional commitment among teachers of Mafraq Education Directorate from their point of view, which is attributed to the effect of the difference in the gender category (male and female) in all areas and the scale. The differences were in favor of females, and there were differences in the category of The academic qualification (bachelor's degree and postgraduate studies) in the field of professional growth, where the differences were in favor of the bachelor's degree, there were no differences attributed to the effect of the difference in years of experience and this is in all fields and the whole, 3) The existence of a strong, positive, direct correlation between the degree of practicing empowering leadership and the level of professional commitment. Based on the results of the study, the researcher recommended a set of recommendations, the most important of which are: adopting the empowering leadership style in all educational institutions And Jordanian education for what it entails in raising the level of professional commitment and achieving job satisfaction for teachers. (Author’s abstract)