Assessing Teacher Roles amid Digital Transformation: Principal Insights from Qasabet Irbid District

The study aimed to identify the degree to which school teachers in Qasabet Irbid practice their new roles in light of digital transformation, as perceived by their principals. Additionally, it sought to explore the effects of variables such as gender, educational stage, and years of service on the principals' evaluations of teachers' practices. The researchers employed a descriptive survey method, utilizing a comprehensive questionnaire distributed to the entire population of 177 principals in the Irbid Directorate of Education, with the sample selected through purposive sampling to ensure a representative perspective. Alongside the survey, observational field notes were taken to enrich the data, capturing real-time insights into teachers' practices in the context of digital transformation. Out of the distributed questionnaires, 135 responses were collected, providing a robust sample for analysis. The findings indicated a high degree of teachers' practice of their new roles in the context of digital transformation, as viewed by their principals. Notably, the study found no statistically significant differences at the significance level (α = 0.05) in the principals' evaluations of teachers' practices based on the educational stage and years of service. However, significant differences were observed based on gender, particularly in the domains of “explainer” and “cheerleader”, favoring female teachers. This study, which includes purposive sampling and observational field notes, contributes insights into the evolving roles of teachers in the digital age, offering implications for educational policy and practice in the context of digital transformation in the MENA region.