Effectiveness of the Teacher Performance Evaluation Methods Practiced by Managers of Public Schools in the Directorate of Education in Southern Jordan Valley/Jordan from the Point of View of Teachers

摘要

This study identifies the efficiency of the teacher performance evaluation methods used by government school principals in South Ghour or the hollows educational department from the perspective of teachers. This study dealt with the approaches used by government school principals in the domains of planning assessment, working with the teacher, developing their capacities, writing work, and administrator work with student and with the local community. The study answered the following questions: What are the evaluative methods that government school principals use in the South Ghour educational department in the Al-Karak government from the perspective of teachers? Do significant statistical differences exist in the evaluation method practiced by government school principals in the South Ghour Educational Department from the perspective of teachers attributed to the variables of sex (headmaster or headmistress), experience (less than five years or more than five years), and academic qualification. To achieve the goals, this study developed an instrument of 50 variables distributed on six domains. The validity and reliability of the instrument were determined, and the instrument was applied on a random sample composed of 156 teachers from government schools in the South Ghour Educational Department. The collected data were analyzed. Statistical tools were used for analysis. The estimation of the administrative and written domains was high, whereas that of the remaining domains was moderate. The study showed no significant statistical differences at the 0.05_> a significant level in the efficacy of assessment methods used by school principals attributed to the experience variable in favor of those who are more than 10 years in service. No significant statistical differences were found at 0.05_> a significant level in the degree of assessment methods used by schools principals that are attributed to sex and academic variables. The researchers recommend further research on the subject and on other related variables.