Abstract
This paper addresses perceptions and applications of teacher evaluation by Arab elementary school principals. Analysis of semi-structured interviews with fourteen Arab principals showed that most of the principals identified teacher evaluation as a strategy to improve teaching and learning levels and consequently to improve students' achievements. Nevertheless, it was found that there were constraints that restricted Arab principals in their evaluation of teachers, including the "political context," while more personal considerations gave rise to dilemmas and tensions expressed in deliberation between collegial loyalty and authoritarianism and between fairness towards students and concern for teachers as colleagues. The paper concludes with practical and empirical recommendations.
| Original language | American English |
|---|---|
| Pages (from-to) | 162-169 |
| Number of pages | 8 |
| Journal | Studies in Educational Evaluation |
| Volume | 37 |
| Issue number | 2-3 |
| DOIs | |
| State | Published - 1 Jun 2011 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education
Keywords
- Arab education in Israel
- Dilemmas in teacher evaluation
- Personnel evaluation
- School principals
- Teacher evaluation
All Science Journal Classification (ASJC) codes
- Education
Fingerprint
Dive into the research topics of 'Perceptions and applications of teachers' evaluation among elementary school principals in the Arab education system in Israel'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver