4. The Role of School Administration in Developing Intellectual Security among Students from the Teachers' Perspective in Secondary Schools in Al-Qasr District, Karak City.

Abstract

The significance of this study lies in its examination of the role of school administration in fostering intellectual security among students from the perspective of teachers in secondary schools in Al-Qasr District in Karak City. This significance arises in light of the spread of destructive ideologies and the distortion of intellectual security within society, particularly amid the technological revolution, the prevalence of global conflicts and wars, the deterioration of societal values, declining economic conditions, and the rising influx of migration and asylum to Jordan. These demographic shifts have introduced diverse backgrounds into the community, embedding hybrid behaviors and practices that have impacted the intellectual security framework of Jordanian society.

Accordingly, this study aimed to evaluate the effectiveness of school principals’ roles in enhancing intellectual security among secondary school students from the teachers’ perspectives. The evaluation was conducted based on the variables of gender, years of service, and academic qualification. The descriptive methodology was employed to explore the dimensions of the study. The target population consisted of secondary school teachers, and the sample included 185 male and female teachers. Questionnaires were distributed directly using purposive sampling. Data were analyzed using the Statistical Package for the Social Sciences (SPSS), version 25.

Study Results:

• The results revealed no statistically significant differences at the significance level (α ≤ 0.05) in teachers’ responses regarding the role of school principals in promoting students’ intellectual security based on gender, years of service, or academic qualification. Their role was assessed as high on the overall scale.

• The study sample moderately believed, with a mean score of (4.25), that years of service influence the performance of school principals in enhancing intellectual security. The analysis showed no significant differences in respondents’ evaluations of positive attitudes toward years of service, with a value of (0.54) and a significance level of (0.957), exceeding the alpha level (0.05). This indicates that participants shared similar attitudes toward years of service. Additionally, the differences in evaluating the impact of academic qualification on the development of intellectual security were not statistically significant, as the significance value remained above the (0.05) threshold.