The extent to which teachers at the Qamines Educational Services Office perceive the criteria for their evaluation by the educational supervisor from their own point of view.

Abstract

The objective of the study was to ascertain the extent to which teachers perceive the performance evaluation criteria issued by the Office of Guidance and Inspection and to identify statistically significant differences in the level of teachers’ perception of these criteria according to gender and specialization variables. In order to achieve the objectives of the study, the author employed the descriptive method and utilized the questionnaire as an instrument, comprising 29 paragraphs distributed across three areas. The author employed the questionnaire, which represents the criteria for evaluating the performance of teachers as issued by the Office of Guidance and Inspection, to the random sample of the study, which consisted of 70 male and female teachers of primary and secondary school teachers in schools belonging to the Educational Services Office. In the 2021-2022 academic year, 14% of the original study population of 517 teachers with a school schedule distributed over 14 schools participated in the study. The results indicated the following: The degree of teachers’ perception of their evaluation criteria was high, and there were statistically significant differences at the 0.05 level between the mean of teachers’ estimates of the degree of their perception of their performance evaluation criteria at the Qamines Educational Services Office, attributable to the two gender variables. These differences were in favor of males, and there were no differences attributable to the scientific specialization variable.