TY  - JOUR
T1  - Implications of Principals' Teacher Performance Appraisal and Decision-Making in Arab Schools in Israel
AU  - Arar, Khalid
AU  - Arar, Osama
PY  - 2016
DA  - December
DO  - 10.30828/real/2016.2.4
JF  - Research in Educational Administration and Leadership
JO  - REAL
PB  - Educational Administration Research and Development Association
WT  - DergiPark
SN  - 2564-7261
SP  - 255
EP  - 285
VL  - 1
IS  - 2
LA  - en
AB  - This paper addresses perceptions andimplications of teacher evaluation by Arab school principals in an era ofaccountability. Analysis of semi-structured interviews with 26 Arab principalsshowed that teacher evaluation as a strategy keeps the school accountable in anera of reform. Additionally, most principals recognize the tool's possible usesto improve the level of teaching and learning in an effort to increasestudents' achievements. Nevertheless, it was found that when teacher evaluationis the key tool, the principals' efforts to develop the teaching abilities ofexcellent teachers decrease. This study offers conclusions as to the(socio-cultural, perception-based, and personal-professional) factors thatinhibit the implementation of a valid and reliable teacher evaluation process.
KW  - Teacher performance appraisal
KW  - Data-driven decision-making
KW  - School principals
KW  - Accountability
CR  - Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227
UR  - https://doi.org/10.30828/real/2016.2.4
L1  - https://dergipark.org.tr/en/download/article-file/268623
ER  -