This study aimed to identify the role of high school to develop value system and enhance intellectual security among students, The study sample consisted of (190) teachers (male and female) of government secondary schools (boys and girls). The study was based on the descriptive approach. The following statistical methods were used in data processing: frequency tables, relative weight, percentages, Person Correlations, One Way Anova, T. test, and (Q2) to denote differences between frequencies, The study concluded:
-There were no statistically significant differences at the level of (0.05) between the responses of the sample of the study according to the gender variable (male, female), where the members of the school (male and female) showed their agreement on the items of the questionnaire.
- There were no statistically significant differences at (0.05) between the responses of the sample of the study according to the variable of experience. The members of the school showed their agreement on the items of the questionnaire regardless of the diversity of their experiences.
-There is a positive correlation between the role of the secondary school for the development of the value system and the strengthening of the intellectual security of students, This relationship is statistically significant at level (0.01) (School administration, Teachers, students, school activities), the students' intellectual security is enhanced in terms of (building moderate thought, awareness of the danger of blind imitation of the values of globalization, emphasis on mediocrity, enlightening students with the ideas promoted by globalization to distort our cultural identity, Have students and strengthen E, awareness of the erroneous concepts of intellectual currents carried by the deviant, the development of scientific values that ignorance leads to the deviation and extremism).
-There is (65.3%) of the respondents (mostly) believe that the members of the school exercise their roles as a moral role model for their students.
-There is (52.1%) of the respondents assert that (seldom) teachers focus on methods of developing values (lecture, preaching, story, reward, punishment, example, work education, etc.) in order to enhance students' intellectual security.
-There is (50.0%) of the respondents confirm that (sometimes) the school administration organizes training programs for teachers on the construction of moderate thought for students.
-There is (55.3%) of the respondents assert that (mostly) school activities focus on the development of students' national values.
-There is (55.8%) of the respondents confirm that (sometimes) the student is committed to the school system