Abstract

The aim of this study was to compare and contrast the Jordanian school stakeholders’ perspectives of quality teaching with the Ministry of Education’s perception looking particularly at potential differences in interpretation. Interview and documents analysis techniques were used. The sample of the study was seven primary school teachers and their six principals. Each perspective has been presented. Comparison and contrast has been made to highlight the similarities and differences between the two perspectives. The results showed that inclusive primary school stakeholders reported 10 elements could make for quality teaching. These elements can be functioned within 7 categories of contextual factors. Furthermore, the MOE’s perceptive has a constructivist approach orientation which contradicted in some elements by the school stakeholders’ perspectives.

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