الأداء التقويمي لأساتذة مرحلة التعليم الابتدائي في ظل معايير المقاربة بالكفاءات دراسة ميدانية بابتدائيات ولاية المسيلة

Abstract EN

The current study aims to identify the performance-based evaluation of primary school teachers under the criteria of competency-based approach.

Accordingly, one of the objectives is to determine the criteria of the competency-based approach through studying the theoretical part and identifying the problematic of the concept of the performance - based evaluation in addition to measuring the level of control and application of primary school teachers to the performance-based evaluation according to the variables of the study which are: training institute (The institute of technology, the higher school of teachers and university), educational phase (first year, second year, third year, fourth year, and fifth year).

the study sample consisted of 202 primary school teachers chosen randomly from first, second, third, fourth and fifth years and the questionnaire was used as the research tool of the study.

The questionnaire included five dimensions (comprehensiveness - feedback - evaluation networks - situational evaluation - and portfolio).

These dimensions involved 62 items, but the appropriate method for the study is the descriptive approach and to ensure the reliability and stability of the measurement tool, it was calculated according to the manner of internal consistency by the coefficient of Alpha Kronbach and its reliability by the Pearson correlation coefficient.

However, to discuss the hypotheses of the study we relied on the following statistical methods: mathematical average, standard deviation, test one-way anova samples.

Among the results of our study are the following: - The calendar performance of primary school teachers under the criteria of approachingcompetenciesaccording to the dimensions of the questionnaire is high.

- There are no statistically significant differences in the calendar performance of primary school teachers under thecriteria ofapproach to competenciesattributable to thevariables of the study educational phaseand the traininginstitution