The Reality of Job Empowerment for Teaching Assistants at Higher Institutes of Science and Technology from Their Perspectives. (A Field Study at the Higher Institute of Science and Technology - Tarhuna)

Abstract

This study aimed to identify the reality of academic empowerment implemented at the Higher Institute of Science and Technology in Tarhuna from the perspective of teaching assistants, using five dimensions: delegation, teamwork, training, effective communication, and motivation. It also sought to determine the extent to which academic empowerment contributes to the teaching assistants' experience at the institute. Furthermore, the study aimed to identify differences in the dimensions of academic empowerment based on certain personal variables (gender, academic specialization, and age) among the teaching assistants at the Higher Institute of Science and Technology in Tarhuna.

The study employed a descriptive methodology. The study population consisted of all teaching assistants at the Higher Institute of Science and Technology in Tarhuna, totaling 35. Due to the small size of the population, a comprehensive survey was conducted, resulting in a sample of 33 teaching assistants. A questionnaire was used as the primary data collection instrument. In addition, the study employed a statistical analytical approach to analyze the questionnaire. The study yielded several results, the most important of which were:

1. The results showed that the administration of the Higher Institute of Science and Technology in Tarhuna applies the dimensions of academic empowerment for teaching assistants (delegation, teamwork, training, effective communication, and motivation) to a moderate degree. The overall mean score was 2.79, with a relative weight of 55.8%, and the percentages varied but fell below the desired level of empowerment. This indicates limited opportunities for teaching assistants in their core roles of teaching, research, and community service. This may be due to a lack of confidence from the institute's administration in the teaching assistants' ability to perform these roles effectively.

2. The teamwork dimension recorded the highest mean score, reaching 2.86. The lowest mean score (2.74) came after the delegation dimension, perhaps because teaching assistants work collectively according to their specializations. Regarding both the delegation and motivation dimensions, this indicates a low level of participation by teaching assistants in professional performance, as well as a deficiency in motivating them to develop their teaching performance. This stems from the teaching assistants' feeling that the administration does not grant them sufficient delegation to perform their required tasks (teaching, scientific research, and community service).

2. There are no statistically significant differences (α≤0.05) in the opinions of the sample members regarding the level of empowerment dimensions attributable to the personal variables (gender, academic specialization, and age).