The Role of Educational Leaders in Reducing School Violence Among High School Students in Misrata from the Teachers' Perspective

Abstract

This study aimed to identify the role of educational leadership in reducing violence among secondary school students in Misurata and the challenges associated with it. The study adopted a descriptive approach and included a random sample of 126 male and female teachers from a population of 187 teachers. A standardized questionnaire was used to assess teachers’ perspectives on the role of educational leaders in reducing violence, the causes of violence, and the related challenges. The results showed that the role of educational leadership was high (mean = 4.11), with emphasis on establishing clear regulations, promoting a culture of dialogue and tolerance, monitoring students’ behavior, involving parents, and providing counseling programs. Years of experience had a positive effect, while no significant differences were found based on gender or specialization. The study identified key causes of violence, including weak parental supervision, widespread exposure to violent media, students’ exposure to armed conflicts and the normalization of violence in Libyan society, negative peer influence, and weak religious values. The main challenges included limited resources and weak family-school cooperation. The study recommended strengthening collaboration between school leadership and stakeholders and designing training programs to address school violence.