Abstract

Objectives: The study aimed to identify the level of administrative empowerment and the degree of implementing school evaluation standards in the field of school leadership in public schools in Dammam from the perspective of school principals, and to reveal the correlational relationship between them. Methods: The study used the descriptive correlational method and was applied to the study population through a comprehensive survey of all 373 public school principals, with 350 valid responses. The Statistical Package for the Social Sciences (SPSS) was used for data analysis. Results: The results showed that the level of administrative empowerment was moderate, with an overall mean of 3.33. The dimension of "delegation of authority" ranked first with a high degree, followed by "teamwork," then "effective communication," "training and development," and finally "motivation," all with a moderate degree. The results also revealed a high degree of implementation of school evaluation standards, with an overall mean of 4.05. The dimension of "leading the educational process" ranked first with a very high degree, followed by "planning," then "school community," and "institutional development," all with a high degree. Conclusions: The study recommended the need to design and implement effective material and moral incentive programs for school principals, linking them to their achievements in improving school evaluation processes to enhance motivation and develop performance.