دور قادة مدارس المرحلة الثانوية الأهلية والعالمية بمدينة الرياض في تطبيق معايير الإعتماد المدرسي
The study aimed to reveal the role of the leaders of private and international secondary schools in Riyadh in applying school accreditation standards from their point of view, and to identify the difficulties faced by leaders of private and international secondary schools in applying school accreditation standards, and to determine the requirements for applying school accreditation standards, and to achieve the objectives of the study. A sample of the leaders of private and international secondary schools in Riyadh amounted to (141) (males and females) for the academic year 1442 AH, in a random manner, and the researcher used the descriptive survey method, and the questionnaire as a tool for data collection. The School Leaders highly agreed on their role in achieving school accreditation standards for secondary school in Riyadh from their point of view, and on all fields, with a mean of (3.56) out of (4.00), and a relative weight of (0.89), which is achieved and above the confidence limits. The School Leaders agrees with a medium degree of approval on the difficulties facing the achievement of school accreditation standards for the secondary stage in Riyadh from their point of view, with an arithmetic average (3.13) out of (4.00), and a relative weight of (0.78), which is achieved and above the confidence limits. School Leaders agreed with a high degree of approval of the requirements for applying school accreditation standards for the secondary stage in Riyadh from their point of view, with an average of (3.58) out of (4.00), and a relative weight of (0.90), which is achieved and above the confidence limits. The study made a set of recommendations: Supporting and strengthening the role of the leaders of private and international schools in the planning and organization of schools. Introducing modern administrative methods in school administration and increasing social participation. Work to stabilize the school administration as much as possible and reduce the burdens and administrative and supervisory tasks on teachers. Establishing a school accreditation unit in each school, preparing workshops for school staff to spread the culture of school accreditation, and following up on the recommendations of the external review team. (Published abstract)