واقع تقويم أداء المعلم من وجهة نظر قادة المدارس و المشرفين التربويين

Abstract EN

The study aimed to recognize the reality of evaluating teacher performance from the point of view of school leaders and educational supervisors, and in order to accomplish its goal, the researcher followed the descriptive survey approach, and the study population consisted of school leaders and educational supervisors in Riyadh, who amounted to (1264) educational leaders and supervisors, and the study sample was chosen haphazardly and it numbered (298) educational leaders and supervisors, and the questionnaire was used as a data collection tool, and it concluded the following results:
The level of practices of school leaders and educational supervisors in the axis of teacher performance evaluation aspects was (3.40) out of (4) with a high degree and a percentage reached (85% ), while the level of practices of school leaders and educational supervisors in the axis of teacher performance evaluation methods was (2.88) out of (4) with an average degree and a percentage of (72% ), whereas the level of practices of school leaders and educational supervisors in the axis of teacher evaluation tools was (2.90) out of (4) with an normal degree and a percentage of (72.5% ). 
The study also found no statistically significant differences at the level of significance (0.05) for school leaders and educational supervisors attributed to the variables of the field of work and academic qualification, as well as the ence of statistically significant differences at the level of significance (0.05) for school leaders and educational supervisors for the axis (aspects of teacher performance evaluation) due to the number of years of experience variable, while there are statistically significant differences at the level of significance (0.05) for school leaders and educational supervisors in the fields of (teacher performance evaluation methods) and (teacher performance evaluation tools) according to the difference in the number of years of experience variable for the benefit of the study respondents with experience of 11 years or more, and in light of the findings, the study recommended:
- Interest in arranging training courses for school leaders and educational supervisors for the purpose of assessing teacher performance as they help in enhancing the level of instruction practices of teachers. 
- Focus on adopting diversity and modernity in using evaluation methods and tools by school leaders, educational supervisors, and those responsible for assessing teacher performance.