Volume 5, Issue 1 (March 2023)                   IEEPJ 2023, 5(1): 240-249 | Back to browse issues page

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Jangholi F, Rahmani J, Karimian H. (2023). Determining the Dimensions and Components of the Teachers Performance Evaluation Model. IEEPJ. 5(1), 240-249. doi:10.52547/ieepj.5.1.240
URL: http://ieepj.hormozgan.ac.ir/article-1-624-en.html
1- PhD student in educational management, Qom branch, Islamic Azad University, Qom, Iran
2- Associate Professor, Department of Educational Sciences, Tolo Mehr Institute of Higher Education, Qom, Iran , 0384459@gmail.com
3- Associate Professor, Department of Educational Sciences, Qom Branch, Islamic Azad University, Qom, Iran
Abstract:   (730 Views)
Teacher evaluation is the regular process of rating and evaluating the teaching effectiveness of educators. Teacher performance evaluations aim to help promote a better learning experience for students and foster professional growth for educators. The purpose of the current research was to determine the dimensions and components of the teacher performance evaluation model in Qom province. This research is applied in terms of purpose, which was conducted using exploratory-qualitative method and Grounded Theory (GT). The studied population includes specialists, experts, evaluators and primary teachers of Qom province in 2021. Participants were 21 people who were selected by purposeful sampling using the snowball technique. A semi-structured interview method was used to collect data. Data analysis was done using content analysis of interviews and open, axial and selective coding. The results of the research revealed that the teachers' performance evaluation model has six components, including: classroom management, innovation and creativity, ability development, communication, commitment and information technology. The findings were discussed according to the discovered components and practical implications were presented for planning and implementing policies to improve teachers' performance.
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Type of Study: Original | Subject: Educational Psychology
Received: 2022/08/18 | Accepted: 2022/12/14 | Published: 2023/03/1

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