This research study is a qualitative research study that focuses on testing out design domains and criteria evaluating teacher's performance in classroom settings. For this purpose an instrument was developed and used for purposes of evaluating teacher's performance in the classroom.
Research studies (e.g., Kyriadikes, Demetriou, & Charalambous, 2006; Teachers' Section, Personnel Department, Zheijiang University, 2005) show conclusively the needs for: (1) reliable and valid assessment form for evaluating teaching personnel, and (2) selection of criteria to develop assessment form based on realistic teacher education research that captures the numerous roles that teachers do in fact play in their classrooms. Secondly, teachers (see Kyriadikes, et al.) have the capacities, abilities and interests to determine multiple roles for teacher evaluation within their classrooms and the abilities to distinguish classroom situations of using discrete point testing (e.g., items that are scored correct or incorrect for further details, see Gonzales, Brusca-Vega & Yawkey, 1997) and using performance test such as portfolio (for details see, Gonzales, Yawkey & Minaya-Rowe, 2006) depending on various teacher goals for instruction. Thirdly, teaching behaviors must be examined within individual class room settings to give impacts of particular teaching behaviors within these classroom settings. In this sense, teachers' evaluations become as important as the teacher's education (Roth & Tobin, 2001). The Kyriadikes, et. al. study, conducted in Greek Cyprus clearly demonstrates this particular point. Critical factors for Research Significance follow.
Significance of the Study: Some Selected Points
The research results of Kyriadikes, et. al. show that teachers were able to assess the areas they felt important in their evaluation of their own performance as well as their students' performance learning and mastery of content. This is a critical step as well in developing teacher support for the Ministry's direction with teacher (and student). In addition, this professional endeavor gets teachers and (indirectly students) involved and supportive of evaluative efforts.. Therefore, it is necessary to embed in classroom teacher performance evaluation forms critical teaching domains, areas and criteria that are required by and needed in the Kuwaiti Public Schools and to ensure teaching competence, and determine teaching promotions. This evaluation form will help improve the teachers' and students' performances in the Kuwaiti Public Schools, and motivate by engaging all teachers in these efforts to do their best in teaching and learning instruction.
The research results authored by the Teachers' Section, Personnel Department, Zheijiang University (2005), show that improving teacher education and classroom performance capacities are part of the Ministry's "engineering" of educational improvements and a major part of evaluation of teacher performances. These results show that upgrading in teacher education classroom performance must adhere to the values of particular cultures. In other words, using instruments for assessing teacher performance based on French culture may be very inappropriate for other cultures. Second, multiple levels of teacher classroom behaviors need to be included in the assessment instrument, such as actual classroom teaching, methods used in guiding students, and related non-classroom contextual variables such as mental alertness of teachers, teaching knowledge of subject matter, and mastery of current and updated teacher content understandings.
Taking the above research results into account, the resulting evaluative framework is entitled, "Classroom Teacher's Performance-Based Evaluation Form (CTPBEF)." In other words, this grounded qualitative research study developed and tested out this evaluative instrumental framework for the CTPBEE
The CTPBEF can be used to assess the classroom teacher's performance and focuses on evaluating the teaching processes while the teacher is teaching. …