The Professional Competencies Required of School Principals in Light of the Supervisory Model for School Empowerment

Abstract

This study investigated the professional competencies required of school principals for the implementation of the school empowerment supervisory model. It examined leadership and administrative, organizational and supervisory, and creative and technological competencies, in addition to identifying key challenges faced by principals in performing supervisory roles. A descriptive analytical approach was adopted. The sample comprised 113 secondary school principals and 368 teachers in Riyadh, Saudi Arabia. Data were collected using a questionnaire,The findings indicated a high overall level of professional competencies among school principals. Leadership and administrative competencies ranked highest, followed by creative and technological competencies, while organizational and supervisory competencies ranked third. The results also revealed challenges hindering effective implementation, most notably heavy administrative workloads, limited authority, and insufficient specialized training. The study recommends strengthening preparation and professional development programs, expanding principals’ authority, and providing sustained training and technological support to enhance school performance and ensure effective implementation of the supervisory model.