The requirements for implementing school accreditation in development schools for girls in Tabuk in the light of international and Arab experiences

Document Type : Original Article

Authors

1 Assistant principal in Tabuk Education Department, Kingdom of Saudi Arabia

2 Teacher in Tabuk Education Department, Kingdom of Saudi Arabia

3 Associate professor at educational administration and planning department, Umm al-Qura University

Abstract

Abstract:





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he current research aimed at identifying the degree of importance the requirements of implementing school accreditation in development schools for girls in Tabuk from the viewpoints of principals of development schools and the supervisors of development and quality, and to determine the differences of the statistically significant differences between the mean scores of the importance degree of the requirements of implementing school accreditation in development schools for girls in Tabuk from principals of development schools and quality and development supervisors point of view according to the nature of work and years of experience. The descriptive survey method was utilized, participants were (30) principals of the development schools and (17) supervisors of Development& Quality in Tabuk. Findings revealed that the participants' response to all dimensions was high with a general mean: (2,83), (2,76),  (2,71),  (2,67),  (2,50) respectively. Findings revealed no statistically significant difference for the responses related to the variables: nature of work and years of experience.
 

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