Volume 6, Issue 1 (March 2024)
IEEPJ 2024, 6(1): 289-299 |
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Janaghli F, Rahmani J, Karimian H. (2024). Designing a Suitable and Local Model for The Evaluation of Teachers Performance in Qom Province and its Validation. IEEPJ. 6(1), 289-299. doi:10.22034/6.1.289
URL: http://ieepj.hormozgan.ac.ir/article-1-656-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-656-en.html
1- PhD student in Educational Management, Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran
2- Associate Professor and Faculty Member at Toloa Higher education Center, Qom, Iran ,0384459@gmail.com
3- Associate Professor, Department of Educational Sciences, Qom Branch, Islamic Azad University, Qom, Iran
2- Associate Professor and Faculty Member at Toloa Higher education Center, Qom, Iran ,
3- Associate Professor, Department of Educational Sciences, Qom Branch, Islamic Azad University, Qom, Iran
Abstract: (2219 Views)
Objective: The aim of the current research was to present a model for evaluating the performance of teachers in Qom.
Methods: The research methodology encompassed a practical approach, utilizing a combination of exploratory and mixed strategies, with both qualitative and quantitative components. Within the qualitative segment, the grounded theory approach was implemented, while the post-event method was employed in the quantitative segment. The qualitative phase targeted a population of 50 education experts, specialists, and teachers in Qom during 2021. Following theoretical saturation, the sample size for this phase consisted of 21 individuals selected through a targeted sampling method with a snowball technique. Conversely, the quantitative section involved the selection of 300 administrative staff, managers, and teachers based on Cochran's formula, using a multi-stage random sampling technique. Data collection involved the utilization of a semi-structured interview technique as well as a performance assessment questionnaire. Content analysis (interviews) and coding (open, axial, and selective coding) were employed for qualitative data analysis, while the quantitative analysis utilized exploratory and confirmatory factor analysis.
Results: The outcomes of the study highlighted a six-component model for evaluating the performance of teachers in Qom, comprising classroom management, innovation and creativity, capability development, communication, commitment, and information technology.
Conclusions: In essence, our results provide valuable insights to managers for appraising the performance of teachers based on a sound model.
Methods: The research methodology encompassed a practical approach, utilizing a combination of exploratory and mixed strategies, with both qualitative and quantitative components. Within the qualitative segment, the grounded theory approach was implemented, while the post-event method was employed in the quantitative segment. The qualitative phase targeted a population of 50 education experts, specialists, and teachers in Qom during 2021. Following theoretical saturation, the sample size for this phase consisted of 21 individuals selected through a targeted sampling method with a snowball technique. Conversely, the quantitative section involved the selection of 300 administrative staff, managers, and teachers based on Cochran's formula, using a multi-stage random sampling technique. Data collection involved the utilization of a semi-structured interview technique as well as a performance assessment questionnaire. Content analysis (interviews) and coding (open, axial, and selective coding) were employed for qualitative data analysis, while the quantitative analysis utilized exploratory and confirmatory factor analysis.
Results: The outcomes of the study highlighted a six-component model for evaluating the performance of teachers in Qom, comprising classroom management, innovation and creativity, capability development, communication, commitment, and information technology.
Conclusions: In essence, our results provide valuable insights to managers for appraising the performance of teachers based on a sound model.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/02/12 | Accepted: 2023/09/11 | Published: 2024/03/1
Received: 2023/02/12 | Accepted: 2023/09/11 | Published: 2024/03/1
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