Abstract

This study aimed to identify the role of the school in preserving cultural identity from the point of view of high school teachers in Tabuk. It also aimed to identify differences in the average responses of the participants according to the following variables: qualifications, years of experience and training courses. To achieve these aims, the study followed a quantitative approach. Quota sampling was used to identify the sample population, and a questionnaire was used to collect primary data from (306) female teachers working at high schools in Tabuk. The questionnaire explored participants’ opinions and perceptions regarding preserving cultural identity. The questionnaire was divided into three main axes: the teacher axis, the curriculum axis and the activities axis. The results showed that the mean value of the axes for the role of the school in preserving cultural identity was (4.33), which indicates a very high degree. Regarding the order of the axes based on their mean values, the teacher axis had a very high mean value of (4.40), the curriculum axis had a very high mean value of (4.38) and the activities axis had a very high mean value of (4.17). Based on these results, some recommendations for preserving cultural identity were proposed, including instilling noble values and positive attitudes in students and activating the role of the school in preserving cultural identity.