Teacher Performance Evaluation in Oman as Perceived by Evaluators

Abstract

Abstract_ A systematic teacher evaluation seems to be instrumental in enhancing teacher professionalism. However, the road to good implementation of teacher evaluation system rarely goes straightforward without challenges and constraints. In this context, the main purpose of this study was to examine and analyse the teacher performance evaluation in Oman as perceived by evaluators. This investigative study was conducted using the qualitative approach. Seven schools in the Sultanate of Oman were selected as the research site with nine senior teachers, two supervisors, and three school principals of the selected schools as the respondents. The study indicated that participants are sceptical if the evaluation can improve noticeably the teacher professional development. They attributed that to some factors such as lack of time, confidentiality, and lack of incentives, and the law impact of teacher evaluation on teacher performance. These finding should, however, alert the policy designers in the Ministry to the sizable gap that exists between the documented policy of teacher evaluation system and its implementation.