Administrative Empowerment for Special Education School Principals Minia Governorate as a Model

The research aimed to study the reality of administrative empowerment in special education schools in Minia Governorate. The research relied on the descriptive approach. The reality was measured through application to a random sample of special education school principals in Minia Governorate to determine the reality of the dimensions of administrative empowerment (training, effective communication and information sharing, team building, delegation of authority, motivation). The research results reached a set of procedures such as: formulating a matrix of training needs prepared by the empowerment team through meetings and workshops with administrators and teachers in special education schools, supporting the rapid sharing of information between administrations within the governorate to support the educational process in special education schools, following up and selecting teachers who understand administrative empowerment to be the first nucleus of work teams within special education schools, providing knowledge and disseminating information about delegation among all administrators and teachers in special education schools, and providing rewards and incentives to administrators and teachers in special education schools to recognize their empowering behavior, by appreciating their skills.almutaeadidat maelumatihim waqudratihim eali mumarasat watafeil eamaliat altamkin aladarii bikuli aibeadiha bima yakhdim dhawi alaihtiajat alkhasa