Translating Jordan’s Educational Philosophy into School Practice: Evidence from Principals and Teachers in Irbid Governorate

This study investigates the extent to which schools in Irbid Governorate enact the philosophy of the Jordanian educational system, as perceived by principals and teachers. Adopting a descriptive survey design, we administered a structured questionnaire to a simple random sample of 371 participants during the second semester of the 2022/2023 academic year. Data were corroborated with systematic observational notes collected in classrooms and common school spaces. Findings indicate a high overall level of commitment to implementing the national educational philosophy. Group comparisons reveal no significant differences by academic qualification or years of experience, but do show significant differences by job title in favor of principals, suggesting divergent vantage points on implementation fidelity. The study highlights strong policy–practice alignment at the school level while underscoring the need for shared understandings between leadership and teaching staff. Implications include targeted, practice-based professional development; clearer, operationalized implementation guidelines; and participatory, data-informed monitoring cycles to sustain and deepen values-based educational practice.