معايير تقويم جودة الأداء التدريسي لمدرسي مادة الجغرافية في التعليم قبل الجامعي

Abstract

The aim of this research is to assess the importance of criteria used to evaluate the teaching performance of history teachers in pre-university education, based on the perspectives of supervisors, specialists, school administrators from preparatory and secondary schools, as well as history teachers in those schools. The study aims to identify significant statistical differences in the perceived importance of these criteria among supervisors, administrators, and history teachers. A questionnaire was designed for this purpose, covering four main areas that constitute fundamental criteria for assessing history teachers: Standard communication and commitment to work, including 25 sub-criteria, Standard communication and interaction with students, including 25 sub-criteria, Standard education department management and curriculum development, including 25 sub and Standard teaching and learning responsibilities, including 25 sub-criteria.

The research findings highlight the significance of all participants in the sample, which includes 25 history teachers, 55 managers, and supervisors, regarding the criteria outlined in the questionnaire. The results also indicate statistically significant differences in the perceived importance of certain sub-criteria, favoring supervisors and managers over teachers. Based on these findings, the researcher proposes several recommendations, including:

1. Utilize the criteria for assessing and evaluating history teachers in middle and high schools.

2. Apply the previously mentioned criteria in evaluating the student/teacher relationship in the History Department during the practicum period in faculties of education and basic education