QUALITATIVE DOCUMENT ANALYSIS OF TEACHER APPRAISAL PRACTICE IN OMANI SCHOOLS: IDENTIFYING CHALLENGES FOR BEST PRACTICES

Abstract

This research analyses teacher appraisal practice in schools in Oman and the challenges faced in the practice using document analysis. It examines the role of document analysis as a useful supplier of critical data in a qualitative approach, especially in identifying areas in teacher appraisal practice to be improved for best practices. The process is performed by examining the teacher appraisal practice in Oman, which mandates collecting, classifying, and analyzing available documents, research articles and information, government documents and reports. The documents were collected by visiting government offices and departments—supported by related articles. From the document analysis, a teacher appraisal plays a big role in enhancing teacher performance and accountability. The major issue concerning the current teacher appraisal in Oman is the lack of a comprehensive and thorough evaluation of teacher appraisal that can be fully realized by the stakeholders inside and outside the Ministry. These can be a new way in addressing the document analysis approach, via practicing this approach on educational phenomena such as teacher evaluation. As a recommendation, based on document analysis, evaluators were urged to use several data sources for gathering information about teacher practice beside the classroom observation. Besides, the summative evaluation of each teacher must be conducted once annually, while the formative evaluation is to be conducted during the school year. Keywords: Document Analysis, Qualitative Research, Omani Schools, Oman, Teacher Appraisal DOI： https://doi.org/10.35741/issn.0258-2724.58.2.67