This study aimed at recognizing the types of school control used by secondary school teachers in Jordan, and their relation to some variables through answering the following questions:

§      What types of school control do secondary school teachers in Jordan use?

§     Are there significant differences in the degrees of each social control type, which could be attributed to teachers’ sex, marital status, experience, qualification, specialization, supervising authority and educational district?

The population of the study consisted of (15201) male and female secondary school teachers, teaching at all government and private schools in Jordan. A sample of  (1520) male and female secondary school teachers was randomly chosen with 10% percentage selected from all the country’s educational districts, located in the three regions (North, Middle and South).

To collect school control data from teachers, a special questionnaire was designed. Data were analysed by using means and standard deviations. T-test, invariant analysis (one way ANOVA) and (LSD) test were also used in the post comparisons.

The study showed the following results:

§     As far as the school control types teachers use with their students are concerned, it was found that teachers use all the school control types. The most popular was the coercive authoritative type, followed by the legislative legal type and then the negative/careless type. The least popular, however, was the values and religion type, including social norms and traditions.

§     There were no statistically significant differences in the degrees of all types of school control, which are attributed to sex.

§     There were statistically significant differences (α  = 0.05) in the degree of the legislative legal type, which are attributed marital status in behalf of the married. There were no statistically significant differences in the degree of each of the other three types of school control, which are attributed to marital status.

§     There were statistically significant differences (α  = 0.05) in the degrees of all types of school control, which are attributed to experience. They were in behalf of the (6-10 years) group and the (more than 10 years) group in the legislative legal type and the coercive authoritative type and in behalf of the (1-5 years) in the values and religion type and the negative/careless type.   

§     There  were  statistically  significant  differences (α  = 0.05)  in the degree of the coercive authoritative type, which are attributed to qualification in behalf of the Community College group compared to the B.A group; and in behalf of the Certification Diploma group and the Master group compared to the B.A group. There  were  also  statistically  significant  differences (α  = 0.05) in the degree the negative/careless type, which are attributed to qualification in behalf of the B.A group compared to each of the other groups. There were no statistically significant differences in the degree of each of the other two types of school control, which are attributed to qualification.

§     There were no statistically significant differences in the degrees of all types of school control, which are attributed to specialization.

§     There were statistically significant differences (α  = 0.05) in the degree of the legislative legal type, which are attributed to the supervising authority in behalf of the government schools; and in the degree of the values and religion type in behalf of the private schools. There were no statistically significant differences in the degree of each of the other two types of school control, which are attributed to supervising authority.

§     There were statistically significant differences (α  = 0.05) in the degrees of all types of school control, which are attributed to educational district. They were in behalf of the southern districts in the legislative legal type, the northern and middle districts in the values and religion type, the southern districts in the coercive authoritative type and the northern and middle districts in the negative/careless type.