Reality of Promoting Professional Belonging among Secondary School Teachers in the General Directorate of Education in Jazan in Light of the Dimensions of Empowerment-Based Management

Abstract

 The research aimed to aimed to investigate the reality of promoting professional belonging among secondary school teachers in the General Directorate of Education in Jazan in light of the dimensions of empowerment-based management, as well as the differences in teachers’ perceptions of this reality attributable to gender, educational qualification, and years of experience. The study followed the descriptive survey method, where a questionnaire consisting of 42 items was prepared and administered to a systematic random sample of 293 secondary school teachers in the General Directorate of Education in Jazan. The results indicated that the overall reality of promoting professional belonging among secondary school teachers in light of the dimensions of empowerment-based management was rated at a high level, with all six dimensions also rated highly. Moreover, the results showed no statistically significant differences at the 0.05 level in teachers’ responses attributable to gender, educational qualification, or years of experience regarding the reality of promoting professional belonging in light of the dimensions of empowerment-based management. In light of these findings, it was recommended to continue applying empowerment-based management practices in secondary schools in Jazan and to generalize the culture of administrative empowerment across the General Directorate of Education in Jazan through training programs and workshops targeting school leaders and educational supervisors. A set of further recommendations was also presented.