In order to assess the construct validity and reliability of the Maslach Burnout Inventory (MBI) in a Non-Western setting, the instrument was administered to 223 Jordanian teachers. Responses to the MBI were subjected to principal factors analysis. Three factors, rotated obliquely, accounted for 42% and 43% of the total variance of the frequency and intensity dimensions, respectively. The correlations between these two dimensions for each of the three subscales were rather large and ranged from .84 and .92. The findings tend to support the contention of past researchers that the Depersonalization subscale can be broken into two subscales. However, the support was only partial. Reliabilities were also cornputed for the subscales and found acceptable. They ranged from .71 to .84.

The main purpose of this study is to define the perception of e-learning and traditional learning among undergraduate students in Jordanian universities. The results of the study indicated that e-learning had significantly higher scores for perceived value among students than traditional learning. The perception of e-learning among male students is more positive than female.

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This study aimed to identify the application degree of administrative accountability and organizational governance, and the relationship between them in the directorates of education in Jordan from the viewpoint of its adm nistrative leaders. The researchers used descriptive statistics- correlation through two tools. A survey for administrative accountability and consisted of -20- items, while the second survey was for organizational governance, it consisted of 40 items concerned with five areas, which are: Revelation and transparency, effective participation, control and administrative responsibility, justice and integrity, and efficiency and effectiveness. The sample consisted of 272 educational leaders from 6 directorates. This represents 14% of the sample community. The results showed that the application degree of administrative accountability and organizational governance in the directorates of education in Jordan was moderate. The results also indicated that there was a significant positive relationship between the application degree of administrative accountability and the application of administrative governance in the directorates of education.

Abstract:This study aimed to identify the application degree of administrative accountability and organizational governance, and the relationship between them in the directorates of education in Jordan from the viewpoint of its adm nistrative leaders. The researchers used descriptive statistics-correlation through two tools. A survey for administrative accountability and consisted of -20-items, while the second survey was for organizational governance, it consisted of 40 items concerned with five areas, which are: Revelation and transparency, effective participation, control and administrative responsibility, justice and integrity, and efficiency and effectiveness. The sample consisted of 272 educational leaders from 6 directorates. This represents 14% of the sample community. The results showed that the application degree of administrative accountability and organizational governance in the directorates of education in Jordan was moderate. The results also indicated that there was a significant positive relationship between the application degree of administrative accountability and the application of administrative governance in the directorates of education.