Problem: The problem of this study was to develop a model·for evaluating teacher performance that would be suitable for implementation in Iran. Purposes: The primary purpose was to develop a model suitable for-·evaluating teaching performance in the schools of Iran that would enable school administrators to assess and evaluate teacher performance. The model would need to include procedures and activities that would: (l) help teachers to identify their strengths and weaknesses, (2) help teachers to improve their specific instructional behavior in terms of individual and national needs, and (3) to identify the perceptions and attitudes related to teacher evaluation in order to obtain data for developing a comprehensive model. Evaluation models and policies o~ sixteen California school districts were also analyzed to select items and procedures that would be suitable for Iran and utilized as part of the proposed model. Findings: There were numerous discrepancies in concepts and attitudes between administrators and teachers related to the effectiveness of teacher evaluation and the implementation of evaluation procedures and policies. Evaluation models and procedures in California differ from school .district to district, but performance areas are somewhat similar due to the requirements of the Stull Act. The major purposes of teacher evaluation in California are to identify teacher strengths and weaknesses and to improve teaching behavior. The major purpose of teacher evaluation in Iran is to identify the best teacher. The interviews in Iran indicated that both administrators and teachers realized the need for a model that would improve instruction. Conclusion: It was possible to develop a model for evaluation.teacher performance in Iran, and the model would be accepted by administrators and teachers. The model would need to support stated goals of education and national needs. Recommendations for Further Study: It is recommended that study be given to: (1) how a teacher evaluation model could be developed to assist the individual teacher to improve his/her instruction, (2) the feasibility and procedures for a multiple approach to teacher evaluation including the sources of input, (3) identification of those procedures and activities necessary to train teacher evaluators, and (4) identification ,'_)! of the procedures that are necessary to keep teacher performance evaluation current with existing goals and educational philosophy.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-4239 |
| Date | 01 January 1978 |
| Creators | Afshari, Hassan Aga |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
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