Principals’ and Teachers’ Use of Evaluation Results for Student Learning in Science

Abstract

This study aimed to promote the use of evaluation results by principals and teachers to support and engage students in learning science. Using the concepts of collaborative working and needs assessment, the study specifically designed a three-phase, firstly to complete needs assessment then to imply the programs and to focus on the conclusion and reflection in the third phase. Both quantitative and qualitative data were collected and analyzed using the mixed methods research framework. The results revealed that teachers and administrators partly use the evaluation results as a benchmark to improve the instructional activities.