Saudi Cultural Missions Theses & Dissertations
Permanent URI for this communityhttps://drepo.sdl.edu.sa/handle/20.500.14154/10
Browse
2 results
Search Results
Item Restricted The Effectiveness of the Current Female Teacher Performance Evaluation System on Female Teacher Performance Improvement(Saudi Digital Library, 2024-01-03) Almana, Amal; Liam, MurrayWith the Kingdom of Saudi Arabia’s (KSA) 2030 Vision launch, the Ministry of Education (MoE) has declared that human resources are indispensable among the most imperative factors for the success of any institution. From this standpoint, a teacher is at the root of any important achievement or transformation in society. Therefore, teachers need a performance evaluation system to ensure the continuation of professional development. Enhancing such a system may impact both the improvement of teacher performance and the outcomes of general education by helping to provide favourable conditions for the professional growth of the teachers. With careful consideration of the organization in the institution context, recent research shows that teacher evaluation is used as a method for professional development. Hence, the evaluation of teacher performance has been used as a strategic instrument in many nations to raise standards of teaching and pupil progress (Ryu 2020). The primary goal of this study is to determine whether the performance evaluation system is appropriate for fostering female teachers' professional development in terms of the clarity and accuracy of the current teacher performance evaluation (TPE) model, the role of administrative oversight of an evaluation process and also the mechanisms used in the evaluation process. The second goal elicits in-depth teachers’ views on their development and needs, as well as the availability of the provision of means, training, and learning with technologies. In addition, the importance of providing feedback will also be investigated. Thus, our study will focus on the theoretical background and the development of the teacher performance evaluation processes, including the standards, models, training and tools used for the evaluation purpose. A mixed-method approach was employed to gather quantitative and qualitative data including a combination of quantitative (questionnaires) and qualitative (semi-structured interviews) methods in 33 schools of Riyadh city.13 0Item Restricted Introducing Lesson Study in English as A Foreign Langauge Education: A Case Study of Women Teachers' Experiences in Saudi Arabia(2022-11-02) Almutairi, Jawaher Subayil; Ineson, Gwen; Gower, CathyLiterature suggests that despite the ambitious Vision 2030 roadmap for socio-economic development in Saudi Arabia, the existing professional development (PD) opportunities made available to women English as Foreign Language (EFL) teachers are limited in their utility. They tend to be cascaded down to practitioners under the directives of educational authorities and to take the form of mandatory workshops with little connection to the classroom realities of the women EFL practitioners. Given the importance of the Vision 2030 roadmap which views the successful integration of Saudi women into the workforce and the development of English language proficiency amongst its citizenry as key imperatives, this study inquired into an alternative form of local PD, lesson study, as a mechanism for empowering Saudi EFL teachers to take charge of their own practice and professional learning. An allied objective was to help the teachers to improve their EFL pedagogy. Lesson Study is a Japanese type of PD in which teachers work together to develop, implement and modify a lesson plan through observations of the participants’ classrooms (Fernandez, 2002; 2005). The present study inquired into lesson study as a PD tool within EFL studies at a Saudi public sector university. Adopting an illuminative evaluation approach that does not separate the actors from the setting (teachers from their work context), the study implemented lesson cycles with participating EFL teachers and collected data on their experiences and perceptions through several instruments. Applying the lens of CHAT to the data, the study found that the tools of the existing and new PD activity systems diverged considerably, in that while the existing system in the research setting comprised top-down PD characterised by workshop based training and evaluative observations, the lesson study (LS)-led PD implemented as part of the study featured collaborative and local teacher-led professional learning and experimentation. While the intended outcomes were identical in the two activity systems (achieving PD), the study revealed that the realised outcomes differed considerably in both, with the participating teachers finding motivation and relevance in engaging in local self-led PD through LS, in sharp contrast to the realised outcome under the top-down workshop based earlier PD (silo-based PD). Across the division of labour, community and rules within the systems, there were also significant shifts after the implementation of LS, with the teacher participants breaking through their earlier professional isolation and engaging actively in their professional learning and thus experiencing empowerment. These findings suggest that LS as a model of local self-led PD may prove efficacious in helping Saudi universities to dissipate the conflict at the interface of the existing PD system and the desired PD outcome. These findings have implications not only for how Saudi EFL teachers undertake PD and how the university authorities support them but also for the policy makers who make decisions as to how PD is provisioned in line with Vision 2030.33 0