The effect of implementing diverse evaluation on teachers' performance in class environment and instruction domains in a private school in Mount Lebanon

النوع : Mémoire

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.