Arab Educational Information Network

This study aimed at suggesting perception for the virtual educational supervision in Jordan and provide framework that clarifies how the ministry of education can apply the virtual educational supervision as a response for technology development. The population of the study consisted of all supervisors (males and females) and a random stratified sample consisting of 645 teachers who work in Amman directorate during the academic year 2013/2014. To achieve the objectives of the study, a questionnaire was constructed to measure the need for virtual educational supervision through measuring the status quo degree of virtual educational supervision and its importance, and then to develop a perception with the construction of the questionnaire to evaluate it. The results of the study were as follows: 1) the status quo of the virtual educational supervision in Jordan, from the perception of the supervisors and teachers has a low degree (means: 1,76; standard deviation: 0.61). 2) The importance degree of the virtual educational supervision in Jordan, from the perception of the supervisors and teachers was high (means: 3,94, standard deviation: 0.85). 3) There were significant difference as α= 0.05 regarding the difference between the means of the estimations of the sample regarding the status quo of the virtual educational supervision in Jordan and the participants' estimations for its importance (the degree for needing virtual education supervision) for the benefit of the importance degree. 4) There were significant difference as α= 0.05 regarding the difference between the means of the estimations among the participants on the fields of virtual educational supervision in Jordan and the participants' estimations for its importance (the degree for needing virtual education supervision) which attributed to sex on all fields, the differences were for the benefit of males. 5) There were no significant difference as α = 0.05 between the means of differences among the estimations of the sample on all fields of the status of virtual educational supervision in Jordan and the participants' estimations for its importance (the degree for needing virtual education supervision) which attributed to academic qualifications, except the field of applying virtual educational supervision, for the benefit of the scientific qualification (graduate and B.A. Degree). 6) There was no significant difference as α = 0.05 between the means of differences on the estimations of the sample on all fields of the status. (Author's abstract)