This study addresses the role of female school leaders in enhancing intellectual security within government-run middle schools in the Hafr Al-Batin region of Saudi Arabia from the perspective of female teachers. Utilizing a descriptive survey method, the research targeted 858 female teachers in the region, with a randomly selected sample of 248 participants. The results indicate a high level of awareness among teachers regarding the importance of intellectual security, emphasizing the crucial role of female school leaders in creating a supportive educational environment. The study identifies four basic dimensions of intellectual security: religious, respecting dialogue and accepting the other opinion, national identity and critical thinking. While national identity and religious values were given high priority, less emphasis was placed on dialogue and critical thinking, indicating areas for improvement. No significant differences were found in perceptions of intellectual security based on educational qualifications or years of experience, except in the proposals dimension, where more experienced teachers perceived its importance more acutely. The research highlights the necessity of continuous training and development programs for female school leaders and recommends integrating social media into the educational process, providing specialized training to manage intellectual aspects, and conducting workshops to enhance critical thinking skills. These findings underscore the pivotal role of educational leadership in promoting intellectual security and indicate the need for further research that includes diverse educational stages and environments. This study provides valuable insights for developing educational programs that address contemporary intellectual and security challenges in Arab and global educational contexts. It advocates for the principles of whole schooling by reinforcing social structures that reject extremism, promote citizenship, and foster a safe and supportive learning environment.