The Influence of Principals’ Teacher Empowerment Practices on Job Performance in Public Primary Schools in Heiban County, Sudan

This study investigated the influence of principals’ teacherempowermentpracticesonjobperformance in public primary schools in Heiban County, Sudan. The research was anchored on Bass' transformational leadership theory and used a mixed method, convergent parallel design. The study targeted all 93 public primary schools in Heiban County, the Primary Education Director of Education, 93 school principals, and 686 teachers. The sample comprised 19 public primary schools, selected through stratified and simple random techniques; the sample size for teachers was 253, the number obtained using the Yamane formula; ten principals and the Primary Education Director were selected using purposive critical case sampling. The data collection instruments were interview guides for the principals and the Primary Education Director and questionnaires for teachers. Quantitative data was analyzed using statistical techniques with the help of the Statistical Package for Social Science (SPSS), version 21. Findings from the research showed that 90% of the the teachers agreed that, for their professional growth, they were entrusted with leadership responsibilities. Further, 90 % of the teachers agreed that, school principals considered teachers’ interests and skills while delegating duties. 84 % of the teachers agreed that, they were allowed to grow their professional skills by their principals.It is recommended that, the County Education Secretariat should ensure that structures are created in such a way as to offer teachers the opportunity to be trained, either in the pre-service or training on the job modality to enhance their job performance Key words: Pricipal, Teachers, Performance, Job Performance, Empowerment Practices