Implications of Principals' Teacher Performance Appraisal and Decision-Making in Arab Schools in Israel

Year 2016, Volume: 1 Issue: 2 , 255 - 285 , 15.12.2016

Khalid Arar , Osama Arar

https://doi.org/10.30828/real/2016.2.4

Cited By: 3

https://izlik.org/JA46RW33KC

Abstract

This paper addresses perceptions and
implications of teacher evaluation by Arab school principals in an era of
accountability. Analysis of semi-structured interviews with 26 Arab principals
showed that teacher evaluation as a strategy keeps the school accountable in an
era of reform. Additionally, most principals recognize the tool's possible uses
to improve the level of teaching and learning in an effort to increase
students' achievements. Nevertheless, it was found that when teacher evaluation
is the key tool, the principals' efforts to develop the teaching abilities of
excellent teachers decrease. This study offers conclusions as to the
(socio-cultural, perception-based, and personal-professional) factors that
inhibit the implementation of a valid and reliable teacher evaluation process. 

Keywords

Teacher performance appraisal , Data-driven decision-making , School principals , Accountability

References

• 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