Dr. Huda Mohammed Hussein Babtayn
Associate Professor of Curriculum and Science Teaching Methods , College of Education, Umm Al-Qura University, Makkah, Saudi Arabia
Volume: 17 | Issue: 3 | Pages: 138-152 | September 2025-|- https://doi.org/10.54940/ep13967294-|-PDF
Received:-08/09/2025-|-Received:-17/09/2025-|-Accepted:-20/09/2025
Corresponding Author: [email protected]
Abstract
This study aimed to identify the essential requirements for implementing school accreditation in public education institutions in accordance with the standards of the Education and Training Evaluation Commission (ETEC) in Saudi Arabia. It also sought to examine statistically significant differences based on variables such as qualification, years of experience, job rank, educational administration, and sector. The study adopted a descriptive survey methodology and was based on a sample of 536 public school principals. Data were collected using a structured questionnaire.
Findings indicated a high level of importance for the requirements needed to implement school accreditation, with an overall mean score of 3.74. Among the accreditation standards, the “Teaching and Learning” criterion ranked first in importance, followed by the “School Environment,” “Learning Outcomes,” and “School Leadership” criteria, respectively. The analysis showed no statistically significant differences related to years of experience. However, significant differences were observed for the variables of academic qualification (in favor of postgraduate degree holders), job rank (in favor of higher-ranking positions), sector (favoring private school principals), and educational administration (favoring those in Riyadh and Jeddah).
Based on the results, the study recommended the development of policies that empower school leadership with greater autonomy to better adapt to rapid changes, encouraging flexibility, proactive improvement, and innovation.
Keywords
requirements, accreditation, school, schools, education
How to Cite
Babtayn, H. (2025). The Impact of Teaching a Science Unit Based on Science Fiction on Developing Divergent Thinking Skills and Scientific Sensibility Among Elementary School . Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol17(3), pp138-152. https://doi.org/10.54940/ep13967294
License
1658-8177/© 2024-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-