SCHOOL PRINCIPALS' PERSPECTIVES ON TEACHER EVALUATION IN THE ARAB EDUCATION SYSTEM IN ISRAEL
The objective of this research is to examine how principals of Arab schools in Israel view teacher evaluation and to determine whether and to what extent their perceptions of teacher evaluation differ. The findings of the study can contribute to existing research knowledge about school principals, who constitute the educational and pedagogical leadership that should be steering the Arab educational system toward success in the 21st century.
The findings of this study 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 that 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 teacher evaluation. To what extent do they see teacher evaluation as a systematic means for determining teacher compensation, promotions, transfers, salary level and continued employment? Or do they see it as a way to empower teachers by helping them develop and improve their teaching performance?
The principals answered a questionnaire that examined their perceptions of teacher evaluation. The data were collected from 100 school principals.
The results indicate that most of the principals who participated in the in-service training about teacher evaluation saw the evaluation process as a formative and constructive process that is not judgmental. In their view, the objective of teacher evaluation is to help teachers improve their work, with emphasis on the compensatory aspects. In contrast, most of 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.