Teacher Evaluation as a Tool for Professional Development: A Case of Saudi Arabia

Badia Muntazir Hakim

Abstract


This study reports on the use of teacher evaluation and appraisal process as a tool for professional development. A group of 30 teachers from seven different nationalities with diverse qualifications and teaching experiences participated in this case study at the English Language Institute (ELI) at King Abdulaziz University (KAU), Saudi Arabia. All participants were given two surveys (one online and the other paper-based) including several statements based on a Likert scale in order to investigate the extent to which they were aware of the teacher observation and evaluation processes at their institution. The level of student achievement was also considered as an integral component of the teacher evaluation as well as evidence for the teacher performance. Analysis of the data indicated that the participants held different opinions on the current evaluation and appraisal process at ELI. The teachers also expressed their viewpoints on the student success and failure as the key indicators of the teacher performance level.

Keywords: Professional development; Teacher evaluation; Teacher effectiveness; Saudi Arabia


Full Text:

PDF

References


Anyon, J. (1981). Social Class and School Knowledge. Curriculum Inquiry, 1(2), 3-42.

Amstrong, R. (1987). The midpoint on a Five-Point Likert-Type Scale. Perceptual and Motor Skills, 64, 359-362.

Avalos, B., & Assael, J. (2006). Moving from resistance to agreement: the case of the Chilean teacher performance evaluation. International Journal of Educational Research, 45(4-5), 254-266.

Blumberg, A. (1974). Supervisors and Teachers: A Private Cold War. Berkeley California: McCutchen.

Costa, A., & Garmeston, R. (2002). Cognitive Coaching: A Foundation for Renaissance Schools: 2nd edition. Norwood: Christopher-Gordon.

Cubberley, E. (1916). Public School Adminstration. Boston: Houghton Mifflin Company.

Dewey, J. (1916). Democracy and Education. New York: Macmillan.

Eacute, J., & Esteve, M. (2000). The Transformation of the Teachers' Role at the End of the Twentieth Century: New challenges for the future. Educational Review, 52(2), 197-207.

Eisner, E. (1985). The Art Of Educational Evaluation: A Personal View. London: Falmer Press.

George, A., & Bennett, A. (2005). Case studies and Theory Development in the Social Sciences. London: MIT Press.

Gettinger, M. (1988). Methods of proactive classroom management. School Psychology Review, 17, 227-242.

Glickman, C., Gordon, S. P., & Ross-Gordon, J. M. (2001). Supervision of Instruction: A Developmental Approach, 5th edition. Boston: Allyn and Bacon.

Goldhaber, D. (2006). Can Teacher Quality Be Effectively Assessed? Washington: Urban Institute.

Henderson, A., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. Columbia, Maryland: National Committee for Citizens in Education.

Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongon, N. (1988). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-185.

Kazdin, A. E. (1995). Child, parent, and family dysfunction as predictors of outcome in cognitive‐ behavioral treatment of antisocial children. Behaviour Research and Therapy, 33(3), 271-281.

Kyriakides, L., & Demetriou, D. (2007). Introducing a teacher evaluation system based on teacher effectiveness research: an investigation of stakeholders’ perceptions. Journal of Personnel Evaluation in Education, 20(1-2), 43-64.

Larsen, M. (2005). A critical analysis of teacher evaluation policy trends. Australian Journal of Education, 49(3), 292-305.

Mathison, S., & Ross, E. W. (2007). Battle Ground Schools. Westport: Greenwood Publishing Group.

National Union of Teachers. (2011). Teachers' Working Time and Duties. National Union of Tecaher's Guide Book, 23-24.

Ovando, M. N. (2001). Teachers’ perceptions of a learner-centered teacher evaluation system. Journal of Personnel Evaluation in Education, 15(3), 213-231.

Pennington, A. (1994). Personal Content Knowledge in Continuing Professional Development. British Journal of In-Service Education, 20(3), 396-406.

Peterson, K. D., & Peterson, C. (2006). Effective teacher evaluation. Guide for principals. California: Corwin Press.

Postman, N. (1993). Technopoly: The Surrender of Culture to Technology. New York: Vintage Books.

Riding, R.J., & Rayner, S. (1998). Cognitive styles and learning strategies: understanding style differences in learning and behaviour. London: Fulton.

Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: an analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.

Schreyer Institute for Teaching Excellence. (2007). Examples of teacher-designed/scored feedback questionnaires: a guided self-analysis for beginning instructors. Penn State University. http://www.schreyerinstitute.psu.edu/pdf/examples_of_feedback_questionnaires.pdf.

Seidel, T., & Shavelson, R. (2007). Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research, 77(4), 454-999.

Smyth, J. (1988). Critical Perspective for Clinical Supervision. Journal of Curriculum and Supervision, 3(2), 126-156.

Stake, R. (1995). The Art of Case Study Research. London: Sage.

Stronge, J. H. (2006). Evaluating teaching. A guide to current thinking and best practice. Thousand Oaks: Corwin Press.

Taylor, F. (1911). Principles of Scientific Management. New York: Harper & Brothers.

Tuytens, M., & Devos, G. (2011). Stimulating professional learning through teacher evaluation: an impossible task for the school leader? Teaching and teacher education, 27(5), 891-899.

Waite, D. (1995). Rethinking Instructional Supervision: Notes on Its Language and Culture. London: Falmer Press.

Wahlstrom, K., & Louis, K. S. (2008). How teacher experience principal leadership: the roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458-495.

Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial Behavior In Schools: Strategies and Best Practices. Pacific Grove: Brooks & Cole.

Zeichner, K. & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23–49.


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.