The role of school principals in promoting human rights values among students with special needs in primary schools within the Green Line

Abstract

This study came in line with the previous educational literature and previous studies that called for the need to conduct more studies on the concepts of human rights. Therefore, it aimed to identify and understand the reality of promoting human rights concepts among students with special needs. The current study attempted to answer the following two questions: (1) What is the role of school principals in promoting human rights values among students with special needs in primary schools within the Green Line?, and (2) Are there statistically significant differences between the average teachers’ estimates in the role of school principals in promoting human rights values among students with special needs in primary schools within the Green Line attributed to gender, educational qualification, years of experience?. The descriptive survey method was used, through the development of a questionnaire that was distributed to (254) male and female teachers. The results showed the promotion of human rights concepts among students. Those with special needs from the teachers' point of view came at a medium degree. The results also showed that there were no statistically significant differences for the role of school principals in promoting human rights values among students with special needs in primary schools within the Green Line due to the study variables, i.e., gender, educational qualification, and educational experience. Keywords: human rights, people with special needs, primary schools.