Profile of the Teaching Workforce
- There were around 121,000 teachers educating around 1.9 million children in Jordan in 2015-2016. [i]
- 67% of teachers serve in public schools, 27% in private schools, and 5% in UNRWA and other government schools.[ii]
- Around 62% of public school teachers and 89% of private school teachers are female.[iii]
- Teachers are required to have a Bachelor’s degree or higher to enter the teaching profession, although exceptions may be made for hard-to-staff positions.[iv] In 2016, 88% of Jordanian teachers held Bachelor’s degrees.[v]
- Upon the recommendation of the National Human Resource Development (HRD) Strategy 2016-2025, the Ministry of Education (MoE) is currently developing a licensing system for teachers to ensure teaching standards and training requirements feed into the improvement of teaching quality in schools.
Teacher Recruitment and Selection
- To become a teacher in a public school, prospective candidates apply to the Civil Service Bureau (CSB) and are evaluated based on the following criteria: post-secondary grade and Tawjihi score (weighted around 20%) , seniority as defined by graduation year and application year (around 50%), a content-based examination (around 20%), and an in-person interview (around 10%).[vi]
- In 2014, 37% of public school teachers cited a passion for teaching as their main reason for joining the profession.[vii]
- Teacher effectiveness has been a central focus area in major education reform initiatives (ERfKE I and II) in the last decade. Under ERfKE II alone, around $70 million was allocated for teacher training projects.
Figure 1: Top Reasons Reported for Joining the Teaching Profession, by Gender, 2014
Source: QRF National Teacher Survey 2014
- An observational study by NCHRD found that 24% of teachers were excellent at applying student-centered learning and teaching strategies in class, while 15% ranked very low in this domain.[viii]
- Slightly under half of 15-year-olds reported receiving regular feedback or advice from their Science teachers on how to reach their learning goals.[ix]
- The HRD Strategy recommended training principals, teachers, and counsellors on how to cater to the additional learning and psychosocial needs of students to improve education provision for Syrian refugees.
Pre-Service Teacher Training
- Universities in Jordan do not offer Field Teacher (grades 4-10) specializations in their Bachelor of Education (B.Ed.) programs; therefore, the majority of teachers hold subject-specific bachelor’s degrees (math, biology, etc.) instead of Education degrees.
- A 2012 study found that half of early grade teachers in Jordan were not trained in skills relevant to teaching math and reading before starting their career.[x]
- In 2016, the Queen Rania Teacher Academy partnered with the MoE to establish a rigorous one-year Teacher Education Professional Diploma for prospective teachers. MoE-funded students will teach in public schools for a minimum of 3 years after they graduate.
Continuous Professional Development
- In 2014, 43% of public school teachers reported having received in-service training in the two years preceding the survey.[xi]
- Around half of early grade teachers said they received sufficient in-service training in how to teach math and reading.[xii]
Challenges in the Teaching Profession
- Excluding salary, the top two professional challenges reported by teachers in 2014 were 1) engaging parents and students in the learning process (46%), and 2) workload (42%).[xiii]
- With over 125,000 Syrian refugees registered in the formal schooling system, teachers face new learning needs and classroom challenges that require specialized training.[xiv]
- The MoE has partnered with USAID to implement the Early Grade Reading and Mathematics Project (RAMP) to train 14,000 teachers by 2019, providing each teacher with in-class support throughout the academic year. The project will reach 400,000 students in public K-3 classrooms by the end of the project cycle.
[i] Department of Statistics. (2016). الكتاب الإصائي الأردن 2016. http://dosweb.dos.gov.jo/DataBank/yearbook/yearbook2016.pdf.
[ii] Ministry of Education (MoE). (2014). Statistical Report 2014-2015 (التقرير الإحصائي للعام الدراسي). http://moe.gov.jo/Files/(2-2-2017)(8-43-24%20AM).pdf.
[iii] MoE. (2014).
[iv] MoE. (2014). Education Law Number 3 of 1994. http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/MNA/Teachers/Jordan/S1%20Education%20Law-Jordan.pdf.
[v] Department of Statistics. (2016).
[vi] CSB (2017). Competition Points for Hiring. http://www.csb.gov.jo/csb/JobSeeker/newcompetitionPoints2017-2019.
[vii] Qarout, D., Pylvainen, H., Dahdah, S. & Palmer, R. (2015). Jordan’s Teachers: QRF National Teacher Survey 2014. Queen Rania Foundation. http://qrf.org/report/national-teacher-survey-2014.
[viii] Tweissi, A., Ababneh, E., & Abu Lebideh, K. (2015). Classroom Observation Summative Study – Student Centered Active Teaching and Learning (SCALT) in Jordanian Schools -2015 Report. http://www.nchrd.gov.jo/assets/PDF/Studies/Ar/Class%20Observation%202015_Ar.pdf.
[x] Brombacher, A., Collins, P., Cummiskey, C., Kochetkova, E., Mulcahy-Dunn, A. (2012). Student Performance in Reading and Mathematics, Pedagogic Practice, and School Management in Jordan. USAID. http://pdf.usaid.gov/pdf_docs/PA00JBNH.pdf.
[xi] Qarout et al. (2015).
[xii] Brombacher et al. (2012).
[xiii] Qarout et al. (2015).
[xiv] UNICEF. (2017). Syria Crisis Humanitarian Results – May 2017. https://www.unicef.org/appeals/files/UNICEF_Syria_Crisis_Humanitarian_Situation_Report_May_2017.pdf.