Teacher Performance Evaluation

987 Words4 Pages
Teacher performance evaluation plays an important role in the educational reform, and it has been considered as an important, yet challenging issue. Previous evaluations on teachers failed to make a strict distinction among the three dominant types of evaluation, i.e. effectiveness, capability, and achievement. Moreover, teacher performance evaluation was usually restricted to only task performance, ignoring the contextual performance. Also, most researches done in teachers’ evaluation were only about college teachers. However, this paper claims that teacher performance evaluations should find their theoretical foundations in the teacher performance constructs. Teaching performance involves task performance and contextual performance. Task…show more content…
Some of the studies were devoted to the examination of language teachers ' personality constructs that may influence on their job performance or their students ' academic achievement. Self efficacy is one of such issues and concerns investigated by many researchers. Some of these studies are presented in this section. Self efficacy refers to people’s ideas, feelings, and perceptions about their potential to act at a given level of success and accomplishment (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). These beliefs influence how much effort people make, how long they continue in the face of problems, how much they tolerate failures, and how much stress they experience in dealing with challenging situations. Teacher efficacy has recently attracted many researchers in the field of English language teaching, since it is believed that this sense has direct effect on the success of both students and schools or language institutes. Teacher efficacy is the amount of effectiveness that any given teacher can have for learners ' success. This specific feeling contributes to his or her performance at work (Bergman et al.,…show more content…
To collect the data from the participants from 75 Italian junior high schools, they used self-report questionnaires. The results of the study showed that the teachers’ personal efficacy beliefs positively and significantly influenced on their job satisfaction and students’ academic achievement. Hence, teachers’ efficacy beliefs could be regarded as contributors of their job satisfaction and their students’ academic success and achievement. In another similar study, Cheung (2006) studied the general teachers ' efficacy beliefs levels of 725 in-service teachers in Hong Kong. The researcher used the Chinese version of the Teachers’ Sense of Efficacy (C-TSE) Scale to the participants. The findings of the study showed a significant correlation between teachers’ years of teaching practice and their general efficacy levels. However, educational level did not have any impact on the efficacy of these participants. Moreover, it was revealed that female teachers showed greater levels of efficacy than male teachers. Reviewing the literature stresses the importance of the variables under the study for interested researchers. Anyway, it should be mentioned that no previous research has been conducted to study EFL teachers ' self efficacy in relation to
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