تطوير تقويم أداء المعلمين في مصر : دراسة استشرافية
This study was geared towards finding out a set of prospective scenarios that can be manipulated in developing the performance evaluation of Egyptian teachers. The descriptive approach as well as scenario techniques and brainstorming were used in the study. A review of the worldwide trends in the field of evaluating the performance of teachers was presented. Besides, a questionnaire, addressed to teachers was designed to reveal teachers’ attitudes and point of view regarding the current appraisal system and ways to develop it. The questionnaire was administered to a randomly selected sample of teachers representing six governorates: Cairo, Al-Gharbia, Al-Buhaira, Al-Swais, Kafr el-Sheikh and Menoufia. The results revealed the willingness of teachers that the objective of appraisal should be the performance development, not retribution, which should be the role of the school superintendent. They also disqualified students to evaluate them. In addition, they suggested that evaluation should be done once every semester. Besides, they preferred that the five promotion levels should be kept as they are, and that the training courses should be ended up with an examination test. They also preferred specialized courses than education training courses. They pointed out that training courses should be held inside schools, not outside. The study concluded with suggesting three scenarios. The first one, the correctional scenario, which involves continuation of the status quo, the second one, the developmental scenario, which is based on a limited legislative amendment. The third one, the creative scenario, is based on a broad creative legislative amendment. (Published abstract)