(1 to 5 years), and there were no statistically significant differences in the school curricula, school administration, and the whole instrument due to the difference in specialization. The results also showed that there were significant differences in (&alpha = 0.05) in the field of school administration due to the gender variable and for the benefit of males, and there were no statistically significant differences in the school curriculum, teacher and the tool as a whole due to gender variable. The results showed that the reality of education on global citizenship in Jordanian schools from the point of view of teachers came to a medium degree of the tool as a whole, and where the order of areas as follows: teacher, school administration, school curriculum.
The study consisted of (33) items divided into (3) areas (school administration, school curriculum and teacher), and the sample of the study consisted of (516) teachers and teachers of secondary school in Balqa Governorate.
The study aimed at identifying the reality of education on international citizenship in Jordanian schools from the point of view of the secondary school teachers in Jordan and knowing that there are statistically significant differences at the level of (&alpha = 0.05) in the sample of the study due to gender, specialization and years of experience.
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