Administrative Empowerment of Primary School Principals and Its Relationship to Job Stability for Physical Education Teachers in the Center of Nineveh Governorate from Their Perspective

Abstract

The research aimed to identify the level of administrative empowerment of primary school principals, the level of job stability of physical education teachers in the center of Nineveh Governorate, and the relationship between administrative empowerment and job stability. A descriptive survey approach was used due to its suitability to the nature of the research. The sample included physical education teachers in the center of Nineveh Governorate, numbering (409) individuals. To collect data, the researchers used two scales for administrative empowerment and job stability, after verifying their validity and reliability. The data were processed using (arithmetic mean, standard deviation, percentage, alpha coefficient, and Pearson correlation coefficient) using the bag. (SPSS statistics). The researchers concluded that there was a high level of administrative empowerment, an average level of job stability, and no significant relationship between the dimensions of administrative empowerment and the types of job stability. This was accompanied by a significant negative relationship between delegation of authority and administrative stability. A significant relationship also appeared between delegation of authority and financial stability, and between teamwork and both administrative and financial stability. The researchers recommend encouraging teachers to face challenges to demonstrate their empowerment, and not marginalizing teachers from the planning process and participating in decision-making to ensure their stability in school.