شبكة المعلومات العربية التربوية

This study sought to identify the impact of educational policies followed in public schools in Jordan on the professional growth of the teacher. The descriptive analytical approach was used, and the intended sample consisted of (165) public school principals in the capital, Amman. The results of the study showed that the general average of educational policies In Jordan, it reached (3.35) at an average level 3. The field of “curricula” came in first place, followed by the field of “regulations and legislation”, followed by the field of “students”, and in last place was the field of “local community 3”. The results also showed that there were no significant differences. Statistical significance is attributed to the effect of gender and academic qualification in all fields (regulations and legislation, the educational process, curricula, students, the local community) and the total score for the educational policy variable. The results of the study also showed that the general average of the teacher’s professional growth came in at a moderate score, and the field of teaching strategies came in first place, followed by the field of evaluation, while the field of educational and technical means came in last place, and there were no statistically significant differences due to the effect of gender and academic qualification in all fields (teaching strategies, evaluation, educational and technical means) and the total degree. For the professional growth variable, there is no statistically significant impact for all areas of educational policies (regulations and legislation, the educational process, curricula, students, the local community) on the teacher’s professional growth. (Published abstract)