This research aimed at identifying the degree of features of reform
representation in the pre-vocational education textbooks for the first three
primary grades in the Jordanian schools from teachers’ perspectives. The
data were collected via a que
stionnaire which consisted of (68) items
divided into five domains. These were: objectives, content, content
presentation, questions, and technical editing. The population of the study
consisted of all class teachers equaling (547) in Irbid-first educational
directorate. A randomly selected sample of (187) teachers was selected.