Yıl 2020, Cilt 7 , Sayı 1, Sayfalar 127 - 142 2020-02-19

Evaluation as an Opportunity for Reflection: Stakeholder View of Teacher Performance

Hasan TABAK [1]


This study aimed to determine opinion of the parties who are responsible for the teacher performance evaluation process in private schools. Carried out to determine views of the responsible parties in TPE in private schools, this study was a qualitative type using the phenomenographic model. The study group consisted of a total of 20 individuals including school principals, vice-principals, group leaders who are responsible for teacher performance evaluation, and teachers whose performance was evaluated. The interviews were conducted using semi-structured interview questions. The face-to-face interview protocol was applied during the planning of the data collection process. The content analysis method was resorted to analyze the data obtained in the study. The fact that this study consulted not only teachers or school management but also all stakeholders responsible for TP shows that the study has considerable strength. In qualitative analysis, analyzing the views according to the theoretical framework can sometimes be difficult. As laid out by the results of the study, the views are centered on the “effect” theme of the teacher performance evaluation process. The study concluded that, the teachers encountered the possibility of understanding their qualifications as a teacher by turning the teacher performance evaluation process into an opportunity.
Teacher performance evaluation, Responsible stakeholder in performance evaluation, School principals
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Birincil Dil en
Konular Eğitim, Eğitim Araştırmaları
Bölüm Research Articles
Yazarlar

Orcid: 0000-0003-3923-5133
Yazar: Hasan TABAK (Sorumlu Yazar)
Kurum: AKSARAY ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, EĞİTİM BİLİMLERİ BÖLÜMÜ, EĞİTİM YÖNETİMİ ANABİLİM DALI
Ülke: Turkey


Tarihler

Yayımlanma Tarihi : 19 Şubat 2020

APA TABAK, H . (2020). Evaluation as an Opportunity for Reflection: Stakeholder View of Teacher Performance. Participatory Educational Research , 7 (1) , 127-142 . DOI: 10.17275/per.20.8.7.1