International Journal of Educational and Psychological Studies

Volume 10 - Issue 2 (3) | PP: 299 - 326 Language : العربية
DOI : https://doi.org/10.31559/EPS2021.10.2.3
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The administrative empowerment to the heads of the academic departments and its relationship to the performance of the faculty members at al Qassim university

Bariya Bint Hammoud Al-Harbi
Received Date Revised Date Accepted Date Publication Date
18/2/2021 31/3/2021 24/5/2021 21/10/2021
Abstract
The study aimed to identify the degree of administrative empowerment of the heads of academic departments at Qassim University, the reality of the performance of faculty members, and the relationship of administrative empowerment of academic department heads with the performance of faculty members. The study used the descriptive approach, and the results of the study resulted in: Administrative empowerment for the heads of academic departments has been achieved to a large extent, and the performance of faculty members has been achieved with a high degree, and that there are no statistically significant differences in the administrative empowerment of the heads of academic departments for the variables of the study. As well as a positive correlation with statistical significance between the performance of faculty members and the administrative empowerment of heads of academic departments. Among the most important recommendations of the study: granting heads of academic departments more powers, in addition to giving them the opportunity to participate in setting university policy as well as developing the capabilities of department heads by providing training Opportunities and incentive system review. Attention has increased in the availability and flow of information between the various administrative levels .


How To Cite This Article
Al-Harbi , B. B. H. (2021). The administrative empowerment to the heads of the academic departments and its relationship to the performance of the faculty members at al Qassim university . International Journal of Educational and Psychological Studies, 10 (2), 299-326, https://doi.org/10.31559/EPS2021.10.2.3

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