The Extent to Which the School of Educational Sciences at the University of Jordan Meets CAEP

Abstract

This study investigates the extent to which the School of Educational Sciences at the University of Jordan meets the international accreditation standards of the Council for the Accreditation of Educator Preparation (CAEP), from the perspective of graduate students. It also explores whether statistically significant differences exist in participants’ responses based on gender, level of education, or academic department. The sample comprises 141 graduate students selected through stratified random sampling. To achieve the study's objectives, a research instrument is developed based on the CAEP standards published on the official website (http://caepnet.org). Following translation, linguistic validation, and comparison with the instrument used in Al-Ani and Al-Ebri’s (2018) study, the final version includes 60 items.

Results indicate that the overall mean score for the School's adherence to CAEP standards is 3.49 (SD = 0.86), reflecting a moderate level of achievement. Findings also reveal variation across the domains: Content and Pedagogical Knowledge ranks first with a high rating (mean = 3.74, SD = 0.83). The remaining domains receive moderate ratings, Quality Assurance and Continuous Improvement ranks second (mean = 3.41, SD = 1.04); Program Impact third (mean = 3.38, SD = 0.99); Candidate Quality, Recruitment, and Selectivity fourth (mean = 3.36, SD = 0.99); and Partnerships and Clinical Practice ranks last (mean = 3.34, SD = 0.86). No statistically significant differences are found in participants’ responses based on gender, educational level, or department. In light of these findings, the study recommends intensifying efforts to enhance the School’s alignment with international accreditation standards by systematically addressing the indicators under each standard to achieve a higher level of compliance.