Jordanian Education Reform between the Ideal and the Actual

Abstract

The purpose of this study was to examine the extent to which the Jordanian Ministry of Education’s reform model can be implemented. A qualitative approach of data gathering and analysis was used, including an analysis of official documents to reveal the perspectives of the Jordanian Ministry of Education (MOE). Interviews were conducted with seven teachers and six principals. Teachers participating in this study were those identified by the MOE as quality teachers. The results of the study showed that there was a gap between what the Minister of Education proposed and what the school stakeholders do and believe. Future directions for research, policy and practices are presented.

Keywords: education reform, school stakeholders, culture sensitivity, teaching and learning, Jordanian Ministry of Education