Abstract
This study aims at identifying the role played by school principals in the Governorate of Ma’an to strengthen intellectual security of the school students; and identifying whether there are statistically significant differences in the roles of principals attributed to the variables: gender, academic level, and years of experience in administration.To achieve this, the researchers adopted the descriptive approach which is appropriate for the nature of this study. Data were collected and analyzed by using a questionnaire that determines the role of school principals in the promotion of intellectual security. The questionnaire includes three areas: the role of principals toward teachers, the role of principals toward school activities, and the role of principals toward community service. The study sample consisted of 120 male and female school principals in Ma’an governorate.The results showed that the arithmetic means of the three domains in the questionnaire ranged from (3.547-4.129) with high degree of agreement; where the domain: “the role of principals toward teachers” scored the highest value, and the domain: “the role of principals toward community service” scored the lowest value.
Highlights
Schools are of one the most important social institutions entrusted with the upbringing of generations, assessing their behavior, and modifying their ideas and attitudes
The results showed that the arithmetic means of the three domains in the questionnaire ranged from (3.547-4.129) with high degree of agreement; where the domain: “the role of principals toward teachers” scored the highest value, and the domain: “the role of principals toward community service” scored the lowest value
The roles of the schools in promoting intellectual security and addressing intellectual deviations faced by students became an urgent need and a vital requirement under the current circumstances and the successive challenges in the era of globalization and the transformation of the world into a small village (Al-Sulaiman, 2006)
Summary
Schools are of one the most important social institutions entrusted with the upbringing of generations, assessing their behavior, and modifying their ideas and attitudes. When crises and tribulations befall nations and communities, schools bear the burden and remain the successful tool to correct concepts. The roles of the schools in promoting intellectual security and addressing intellectual deviations faced by students became an urgent need and a vital requirement under the current circumstances and the successive challenges in the era of globalization and the transformation of the world into a small village (Al-Sulaiman, 2006). Security is a goal sought by all communities. Security awareness is a preventive tool that enables communities to avoid the social and economic consequences of moral deviation. Well-thought-out plans that ensure security awareness should be made. One of the most important fields to achieve this is educational institutions, as these institutions instill security awareness in their fields of study (Al-Hoshan, 2005)
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