Fact Sheet - Teaching in Jordan

Queen Rania Foundation

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[1]) 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

Teaching Practices

  • 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).

[v] Department of Statistics. (2016).

[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.

[ix] OECD. (2015). Program for International Student Assessment - School and Student Survey Dataset. http://www.oecd.org/pisa/data/

[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).