The Effectiveness of the Current Female Teacher Performance Evaluation System on Female Teacher Performance Improvement

Abstract

With 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.