دور مدراء المدارس الحكومية الثانوية في تحقيق أبعاد التنمية المستدامة من وجهة نظر المعلمين في محافظة سلفيت
This study aimed to identify the role of high school government school principals in achieving sustainable development dimensions and to explore the impact of variables such as gender, educational qualification, and years of experience. To achieve the study objectives, a questionnaire consisting of (40) items divided into four domains was developed: the role of the school principal in achieving the economic dimension of sustainable development, the role of the school principal in achieving the social dimension of sustainable development, the role of the school principal in achieving the technological dimension of sustainable development, and the role of the school principal in achieving the environmental dimension of sustainable development. The validity and reliability of the questionnaire were ensured. The study sample consisted of (111) teachers from government high schools in Salfit Governorate, and the descriptive-analytical method was used. The sample was selected using simple random sampling. The study results indicated that all domains and the total score received a high degree. Furthermore, the results also showed no differences in the role of high school government school principals in achieving sustainable development dimensions attributed to gender, educational qualification, or years of experience. However, differences were found in the domain of the school principal's role in achieving the social dimension of sustainable development based on years of experience, favoring those with 10-15 years and 16 years or more of experience. The study's most important recommendations included addressing sustainable development issues in new ways that align with the crises facing Palestinian society and partnering with relevant stakeholders in Palestinian civil society in the development field. (Published abstract)