Visionary leadership as an approach to social studies teacher preparation programmers’ reform: participants’ perspectives

Abstract

The aim was to establish the views of the participants, in particular, professors, the supervisors, co-operating teachers, and student teachers of visionary leadership as an approach to social studies teacher preparation programmers’ reform in Jordan. The sample for this study included student teachers(n=18), professors(n=6), university supervisors(=3), and co-operating teachers(n=3)associated with social studies teacher education programmes in three universities. Data were collected using interviews. The semi-structured interview was used in the present study. The interview data were subject to analysis using a grounded theory approach. The result of the analysis provides a clear picture of the problems inherent in the current education and training programmes for social studies teachers in Jordanian institutions. These sorts of problems clearly exist in each component of the programme. In accordance with the current status of the programmes, visionary leadership was recommend as an approach to social studies teacher preparation programmers reform how and why managerial problems are affecting social studies teacher education in Jordan.