Abstract:
This study is conducted in a Lebanese private school that began an initiative for clarifying job
descriptions for middle managers and empowering them in order to enhance their work
performance. The study explores the effects of this initiative by eliciting views of middle and
senior management on the role of empowerment in professional development and
performance. The study follows a mixed methods approach in which qualitative and
quantitative data complement each other so that weaknesses of one type are overcome by
strengths of the other as the main research questions are addressed. Five instruments were
used for data collection: a valid and reliable published questionnaire was administered to all
18 middle managers regarding the 3 forms of empowerment-psychological, discretion and
leadership- as well as their professional development in light of their empowerment.
Reflective journals by one middle manager on her empowerment and extensive mentoring by
external expert, and by the researcher who is also a middle manager in that school, created a
platform for devising interview items for the other participants. Data from a semi-structured
interview with the school principal and from relevant school records and documents were
cross checked with middle managers’ data to enhance reliability of findings. Qualitative and
quantitative data analysis yielded results that were grounded within the framework of selfdetermination,
self-efficacy and empowerment theories and were compared to findings form
the reviewed literature. Findings showed that middle managers perceived that empowerment
enhanced their self-efficacy and performance but felt they needed a more rigorous
professional development plan to prepare them for their roles and responsibilities as middle
managers, and that their evaluations need to be linked to those.
