The Stage of Teachers’ and School Principals’ Adoption of the Educational Supervision Project in Light of School Empowerment According to the Concerns-Based Adoption Model (CBAM)

Abstract

         This study aims to investigate the stage of teachers’ and school principals’ adoption of the Educational Supervision Project in light of school empowerment by identifying their levels of concern according to the Concerns-Based Adoption Model (CBAM). The descriptive analytical approach was used, and the Stages of Concern Questionnaire (SoCQ) was applied to a sample of 120 participants from Al-Majma’ah Governorate (100 teachers and 20 school principals). The results revealed that the prevailing stage of concern for both teachers and principals was Stage 0 "Awareness", indicating that awareness of the project remains limited and that actual engagement has not yet begun. No statistically significant differences were found between the two groups, suggesting that project adoption is still in its early stages. The study recommends intensifying awareness and training programs to familiarize teachers and principals with the concept of educational supervision under school empowerment and to enhance collaboration between supervisory and leadership levels to increase adoption and reduce concern toward change.