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.
