Assessing the responsiveness of leaders in Jordanian public schools to the directives of the Education Quality and Accountability Unit from the perspective of educational supervisors

Abstract

The study aimed to assess the extent of interaction of leaders in Jordanian government schools with the directives of the Education Quality and Accountability Unit from the perspective of educational supervisors. Additionally, it sought to determine whether there are statistically significant differences based on variables such as gender, educational qualifications, and years of experience. The Christian descriptive approach was adopted, and the researcher developed a questionnaire consisting of (28) items, distributed across four domains. It was administered to a simple stratified random sample of (30) male and female supervisors in government schools in the Al-Rusaifeh district. The study results have indicated that the assessment of the extent of interaction of leaders in Jordanian government schools with the directives of the Education Quality and Accountability Unit, from the perspective of educational supervisors, is of moderate degree. There were no statistically significant differences at the (α ≤ 0.05) level in evaluating the extent of interaction of leaders in Jordanian government schools with the directives of the Education Quality and Accountability Unit from the perspective of educational supervisors. These findings are attributed to variables such as gender, educational qualifications, and years of experience. The study recommended emphasizing to school administrators the importance of adhering to the guidelines of the quality and accountability unit, especially concerning the student environment.