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This paper aims to explore the educational leadership practices of Jordanian principals using an empirical approach. Surveys were conducted in 250 schools selected from a larger group of 350 institutions, comprising 100 primary schools, 100 secondary schools, 25 independent schools, and 25 schools with mixed levels. The surveys were distributed to all school administrators and teaching staff in the participating schools. The study received significant participation, with 150 principals and 379 teachers providing responses. The instrument used in the study was developed based on analyses of existing literature on educational leadership models. It consists of 50 dimensions related to staff development, curriculum development, defining the school's mission, managing the instructional program, and promoting positive school learning. In Jordan, school principals are widely recognized as influential educational leaders. The findings of this study reveal that Jordanian principals received high ratings for their strengths in the investigated dimensions. This can be attributed to the fact that secondary school students often have more specialized educational needs compared to primary school students. Additionally, the data analysis indicates that Jordanian principals actively fostered a school culture that promoted teacher collaboration. This study is the first of its kind in the Jordanian context, investigating Jordanian principals' educational leadership practices as an empirical study by applying the Rasch Model.