Background/purpose: Administrative bullying has become associated with inappropriate behaviors at work. This raised some concerns about how to define and measure it precisely. Nonetheless, there is a theoretical and practical gap in educational literature. So, this study explores the impact of administrative bullying on the quality of education. Materials/methods: The sample consisted of (300) employees selected randomly from employees working at Jordanian universities. To achieve the objectives of the study, Administrative Bullying and Quality of Education questionnaires were developed. Results: The results showed that the level of administrative bullying practiced at Jordanian universities was low (M=2.30, SD=0.13); that the level of the quality of education was moderate (M=2.69, SD=0.30). The findings also showed a negative correlation between administrative bullying and the quality of education (r=-0.047, sig. =0.413). Conclusion: The study examined the effect of administrative bullying on the quality of education and worked on identifying the level of administrative bulling at higher education institutions in Jordan, attempted to determine the level of education quality at higher education institutions in Jordan, and investigated the effect of administrative bullying on education quality at higher education institutions in Jordan, providing an instrument that can be used to determine the effect of administrative bullying on the quality of education. Limitations: The study was confined to employees at public and private universities in Jordan and this limits the generalization of the results to other populations in other geographical regions.