School Principals' Perceptions of Teacher Evaluation in the Arab Education System in Israel

Autor/inn/en	Abu-Hussain, Jamal; Essawi, Mohammad
Titel	School Principals' Perceptions of Teacher Evaluation in the Arab Education System in Israel
Quelle	In: Journal of Education and Training Studies, 2 (2014) 2, S.31-43 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Arabs; Foreign Countries; Teacher Evaluation; Principals; Administrator Attitudes; Leadership Styles; Decision Making; Jews; Educational Objectives; Leadership Role; Teacher Promotion; Teacher Salaries; Cultural Traits; Questionnaires; Qualitative Research; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Statistical Analysis; Israel + Suchen Sie Ihr Suchwort? Arab; Araber; Ausland; Teacher appraisal; Lehrerbeurteilung; Principal; Schulleiter; Führungsstil; Decision-making; Entscheidungsfindung; Jew; Jude; Jüdin; Juden; Educational objective; Bildungsziel; Erziehungsziel; Lehrerbesoldung; Lehrervergütung; Fragebogen; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Statistische Analyse
Abstract	The objective of this research is to examine how principals of Arab schools view the evaluation of teachers and to determine whether and to what extent their perceptions of teacher evaluation differ. The Arab educational system in Israel is an integral part of the general educational system. For the most part it is run by Jewish administrators. Fundamental decisions are determined by officials who are not Arabs, despite the fact that the Arab citizens of Israel possess unique national and cultural characteristics. This systemic control has prevented Arabs in Israel from controlling the objectives of education or from shaping and directing the Arab educational system according to the collective interests of the Arab public. The findings of the study can contribute to research knowledge about school principals and can help in making decisions regarding how to introduce, adapt and make more intelligent use of teacher evaluation. School principals' perceptions of teacher evaluation are an expression of their leadership style. These perceptions also have an impact upon patterns of using teacher evaluation. Principals can view evaluation as part of their administrative functions or as part of their pedagogical and leadership roles. Thus it can be assumed successful use of teacher evaluation is also related to the principals' perceptions of this evaluation. The way in which principals view teacher evaluation is defined by how they see the objectives of this evaluation. To what extent do they see teacher evaluation as a systematic means for determining teacher compensation, promotions and continued employment? Alternatively, do they see it as a way to empower teachers by helping them develop and improve their teaching performance? The data were collected from 100 school principals. The results indicate that most of the principals saw the evaluation process as transformational and constructive. In their view, the objective of teacher evaluation is to help teachers improve their work. The principals who did not participate in the in-service training saw teacher evaluation as a means of exercising control, offering compensation and demonstrating authority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01