Abstract
This study aimed to determine opinion of the parties who are responsible for the teacher performance evaluation process in private schools. Carried out to determine views of the responsible parties in TPE in private schools, this study was a qualitative type using the phenomenographic model. The study group consisted of a total of 20 individuals including school principals, vice-principals, group leaders who are responsible for teacher performance evaluation, and teachers whose performance was evaluated. The interviews were conducted using semi-structured interview questions. The face-to-face interview protocol was applied during the planning of the data collection process. The content analysis method was resorted to analyze the data obtained in the study. The fact that this study consulted not only teachers or school management but also all stakeholders responsible for TP shows that the study has considerable strength. In qualitative analysis, analyzing the views according to the theoretical framework can sometimes be difficult. As laid out by the results of the study, the views are centered on the “effect” theme of the teacher performance evaluation process. The study concluded that, the teachers encountered the possibility of understanding their qualifications as a teacher by turning the teacher performance evaluation process into an opportunity.
Highlights
Teacher performance (TP) may vary according to the control in the classroom environment and unpredictable variables
VP5 said, “when we evaluate the performances, this positively contributes to the increase in student productivity, because a teacher who devotes all his energy to his students will have a positive effect on the institution.”
According to the results of the research, the views were found to center on the “effect” theme of the teacher performance evaluation (TPE) process
Summary
Teacher performance (TP) may vary according to the control in the classroom environment and unpredictable variables. What is the objective of teacher performance evaluation (TPE)?. Evaluation as an Opportunity for Reflection: Stakeholder View of Teacher Performance H. According to the results of the research carried out by Loup, Garland, Ellett, and Rugutt (1996) on teachers, the leading objectives of teacher performance evaluation (TPE) were shown to be accountability, professional development, personal decisions, and instructional leadership. Half of the teachers whose performances were evaluated stated that the test data showing student achievement, which was among the assessment criteria, was not an accurate measure of students' learning (Darling-Hammond, 2015). The evaluation of performance obviously requires considerable training on assessment. It requires demounting each teacher's performance and integrating the pieces into a whole in order to relate them to the dimensions required for teacher competence (Davey, 1991)
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