Integration of Curricula and School Administration as a Key to Achieving Academic Excellence from the Point of View of Academics in Jordanian Universities

Abstract

This study aimed to explore the perceptions of academics in Jordanian universities regarding the integration of curriculum management and identify challenges and recommendations for improvement, the study population consisted of 124 academics in various specializations in Jordanian universities. The sample was 80 selected using stratified random sampling techniques to ensure its representation from various academic ranks and departments. A mixed-methods approach was used, using both quantitative and qualitative data collection methods, A Likert scale questionnaire was distributed to measure perceptions of integration among curriculum departments, while open ended questions were included to collect qualitative insights into challenges and recommendations. Quantitative analysis of Likert scale responses revealed positive perceptions, with mean scores indicating agreement on the alignment of the curriculum with educational objectives and its impact on student performance. Thematic analysis of open ended responses identified key challenges, including lack of management communication, insufficient resources for change, and resistance to change. Based on the findings, recommendations include improving communication channels between administrative bodies and faculty, allocating adequate resources to curriculum development initiatives, and promoting a culture of innovation and flexibility to address resistance to change. Implementing these recommendations would facilitate the effective integration of curriculum management in Jordanian universities.