ORIGINAL RESEARCH article
Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1537068
The Role of Administrative Empowerment in Reducing Job Burnout among Female Public
Provisionally accepted
MOHAMMAD ABED LATIF MOHAMMAD SMADI1*
1 Najla ali funayyis alsharani2MOHAMMED SK Mekhlafi2Mohammwd S M Alshammari3- 1Amman Arab University, Amman, Jordan
- 2Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
- 3London Business School, London, United Kingdom
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This study aimed to determine the level of administrative empowerment and job burnout among female public school principals in Jubail Governorate, as perceived by the principals themselves, and to explore the correlation between them. A descriptive-correlational research design was employed, utilising a questionnaire administered to a random sample of 56 female school principals.The findings revealed a high level of administrative empowerment among female principals, with the dimension of influence ranking highest. Conversely, the level of job burnout was found to be moderate, with reduced personal accomplishment ranking first among its dimensions. The study highlights the importance of administrative empowerment dimensions, such as delegation of authority and participation in decision-making, and suggests further research into their individual impact on job burnout. Future studies could also examine the effect of training and development on self-confidence and burnout levels.
Keywords: Administrative empowerment, Job burnout, Female School Principals, Educational Leadership, Jubail Governorate
Received: 11 Dec 2024; Accepted: 04 Jul 2025.
Copyright: © 2025 SMADI, alsharani, Mekhlafi and Alshammari. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: MOHAMMAD ABED LATIF MOHAMMAD SMADI, Amman Arab University, Amman, Jordan
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