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The purpose of this study was to investigate the schools’ role in teaching pupils the citizenship values from the middle school teachers’ point of view, according to gender, professional experience and the object of teaching. The researcher developed a questionnaire  of 49 items which was applied on a sample of 180 teachers (males and females) from the Relizane Wilaya (Algeria). The results revealed that the level of the school’s role  in the development of citizenship values was medium. The teacher’s role was came first playing a high level role; however the remaining fields were classified in the following following order: the school climate, the curriculum, and the school activities, all of which were considered to play an average level role. The study also shows that there were no significant differences attributed to gender, professional or the teaching material. The researcher discussed those results and presented a number of relevant suggestions.