تقييم أداء معلمي مرحلة التعليم الأساسي بمحافظة المنيا في ضوء معايير الجودة و الاعتماد و علاقته بالرضا الوظيفي لهم

Abstract EN

The aim of the research is to: Identify the conceptual framework for evaluating teacher performance and teacher job satisfaction, and identify the theoretical foundations for quality and accreditation.

Monitoring the reality of the role of school principals in teacher performance evaluation procedures, and developing suggested procedures for applying quality and accreditation standards in teacher performance evaluation.

In its procedures, the research relied on the descriptive approach, which depends on collecting data in the field by multiple means.

It is not limited to data collection procedures, but goes beyond them to understanding, interpretation, analysis and prediction, and making comparisons, with the aim of extracting relationships between various phenomena to reach results, proposals, or objective solutions to the research problem.

The researcher designed a questionnaire to measure the opinions of the research sample, and a random sample of (809) individuals was chosen, representing a sample of teachers of the first cycle of basic education in Minya Governorate, and (51) individuals representing a sample of school principals of the first cycle of basic education in Minya Governorate.

The research reached some results, the most important of which are: 1- roles that school principals play in teacher performance evaluation procedures.

2- The existence of a group of obstacles facing school principals in the procedures of evaluating teacher performance.

3- Reaching a set of proposed procedures to activate the role of school principals to evaluate the performance of teachers of the first cycle of basic education to achieve job satisfaction for them.