The effect of implementing diverse evaluation on teachers' performance in class environment and instruction domains in a private school in Mount Lebanon (Record no. 21772)

MARC details
000 -LEADER
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Ayoub, Katia
Miscellaneous information Master, Educational supervision
245 14 - TITLE STATEMENT
Title The effect of implementing diverse evaluation on teachers' performance in class environment and instruction domains in a private school in Mount Lebanon
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 132 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. During the past several decades, instructional supervision has been identified as a vehicle to enhance the performance of teachers. One of the most critical problems facing supervisors is the evaluation and feedback given to teachers. The objective of this research is to study the effect of implementing diverse evaluation on teachers’ performance in the class environment and in instruction. This qualitative action research was conducted in a Lebanese school located in Mount Lebanon—Aramoun. Two science teachers participated in this research, a cycle one teacher and cycle two teacher. The diverse evaluation included three different data sources: supervisor, peer, and self. Three instruments were used to measure the effect of the new evaluation on the teachers’ performance: the Danielson Framework of Evaluation, individual semi-structured interviews, and reflective note-taking. According to the pre-post Danielson evaluation for each teacher, supported by the information from the interviews and the reflective notes, it was observed that implementing diverse evaluation that contains three data sources improved teachers’ performance in the class environment domain as well as in the instruction domain. Findings revealed that teachers advocated a need for supervision that promoted trust and collaboration, and that provided them with support, advice, and help. Participants’ responses, for the most part, aligned with the literature which indicated that teachers needed extensive and diversified supervisory assistance.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Evaluation Scolaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Performance professionnel
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Private sector
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Professional performance Educational supervision
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element School Evaluation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secteur Privé
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Supervision pédagogique
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الاداء المهني الاشراف التربوي
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم الخاص
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التقييم المدرسي
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element جبل لبنان
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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