The Role of High Schools in Enhancing Human Rights Practices Among Students from Teachers' Perspectives

Abstract

The present study seeks to explore the role of the school administration, teacher, curriculum, and school activities in the promotion of human rights practices among students. It also investigates the possibility of the existence of statistically significant differences in the Responses of the study sample due to the variables of specialization and years of experience in the field of education.

The researcher has used the descriptive survey approach. The study sample consisted of (461) secondary school teachers in Riyadh. To answer the research questions, the researcher has used a questionnaire as an instrument in the study.

The study has found a number of results, most notably:

- The study sample shows significant agreement on the role of the school administration, the teacher, school curriculum  and school activities.

- With regard to promoting human rights practices, the students have given priority to the teachers’ role, followed by school curriculum, school administration and school activities, respectively.

- There are significant differences between the study sample responses about the role of each of the school administration, teacher, school activities, in the promotion of human rights practices among students due to the different specializations of  respondents and  those differences  are in favor of natural science specializations.

- There are no statistically significant differences between the study sample responses about the role of curriculum in the promotion of human rights practices among students due to different specializations of  respondents.

- There are significant differences between the study sample responses about the role of each of the school administration, teachers, curriculum, school activities, in the promotion of human rights practices among students due to different years of experience of respondents in the field of education.