أبعاد التمكين الإداري وعلاقته بالرضا الوظيفي لدى معلمي مدارس ما بعد الأساسي بمحافظة شمال الباطنة بسلطنة عمان
The Relationship between Dimensions of Administrative Empowerment and Job Satisfaction of Teachers in Post Basic Education Schools in North Batinah Governorate the Sultanate of Oman
DOI:
https://doi.org/10.33102/abqari.vol14no1.42Keywords:
administrative empowerment, job satisfaction, التمكين الإداري, الرضا الوظيفيAbstract
This quantitative study aimed to investigate teachers' administrative empowerment and its relationship with their job satisfaction in post-basic schools in the governorate of North Batinah in the Sultanate of Oman. The study used a descriptive method to collect the necessary data for the current study. To achieve the purpose of the study a stratified sampling method was used to choose the respondents. The questionnaire consisted of 54 items was distributed to 300 participants. The findings revealed that: Administrative empowerment and job satisfaction of the participating received high mean scores. In the authority dimension of the administrative empowerment, a statistically significant difference between males and females where male participants indicated higher perceptions at p≤0.05. There was a statistically significant difference between male and female participants in the social status dimension, where female participants showed higher satisfaction at p≤0.05. There was a statistically high significant relationship (p≤0.01) between the administrative empowerment and job satisfaction for teachers. This relationship indicates when teachers' administrative empowerment increases; job satisfaction for teachers also proportionally increases. The researcher recommended; Educational institutions need to adopt educational policies that call for power-sharing and allow a big number of staff to participate in decision-making.
Keywords: administrative empowerment, job satisfaction.
الملخص
هدفت الدراسة إلى التعرف على مستوى التمكين الإداري لدى المعلمين، بمدارس ما بعد الأساسي في محافظة شمال الباطنة بسلطنة عمان، وعلاقته بمستوى الرضا الوظيفي لدى المعلمين، وقد استخدمت الدراسة المنهج الوصفي، وتم تصميم استبانة كوسيلة لجمع البيانات، تكونت من (54) فقرة تندرج تحت (ست) مجالات موزعة على محورين، وزعت على عينة الدراسة على أساس طبقي؛ بلغت (300) معلم ومعلمة، وقد توصلت الدراسة إلى نتائج منها: جاءت تقديرات أفراد العينة مرتفعة بدرجة كبيرة، في جميع مجالات محور التمكين الإداري وكذلك في جميع مجالات محور الرضا الوظيفي للمعلمين. وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (a £ 0.05) بين متوسطات مجال تفويض السلطة لمحور التمكين الإداري تعزى لمتغير النوع الاجتماعي ولصالح الذكور، ووجد فروق ذات دلالة إحصائية عند مستوى الدلالة (a £ 0.05) بين متوسطات مجال المكانة الاجتماعية لمحور الرضا الوظيفي تعزى لمتغير النوع الاجتماعي ولصالح الاناث. وجود علاقة ذات دلالة إحصائية عالية عند مستوى (α=0.01) بين التمكين الإداري والرضا الوظيفي للمعلمين، وهذه العلاقة طردية، بين التمكين الإداري للمعلمين وزيادة الرضا الوظيفي للمعلمين. توصي الباحثة بتبني سياسات تربوية داعية لتقاسم السلطة والمشاركة في اتخاذ القرارات لأكبر شريحة ممكنة في العمل المؤسسي.
الكلمات المفتاحية: التمكين الإداري، الرضا الوظيفي.
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