The requirements for implementing school accreditation in development schools for girls in Tabuk in the light of international and Arab experiences | ||||
| Journal of Research in Curriculum Instruction and Educational Technology | ||||
| Article 1, Volume 6, Issue 4 - Serial Number 24, October 2020, Page 15-44 PDF (853.24 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jrciet.2020.117114 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Mona Saad Al-Omari1; Eman Khalil Al-Hindi2; Dr. Mohammed bin Othman Al-Thebaiti3 | ||||
| 1Assistant principal in Tabuk Education Department, Kingdom of Saudi Arabia | ||||
| 2Teacher in Tabuk Education Department, Kingdom of Saudi Arabia | ||||
| 3Associate professor at educational administration and planning department, Umm al-Qura University | ||||
| Abstract | ||||
| Abstract: T 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. | ||||
| Keywords | ||||
| Keywords: School Accreditation; Development Schools; Arab and International Experiences | ||||
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