Arab Educational Information Network

The aim of research is to appreciate the importance of criteria for evaluating the quality of teaching performance for history teachers in pre-university education, according to the perspective of a sample of supervisors, specialists and school administrators preparatory and secondary schools and history teachers in those schools, and to identify significant statistical differences in the estimation of such importance according to the answers of the respondents between the supervisors and managers and between history teachers. And for him designed questionnaire included four areas represent basic criteria in the assessment and evaluation of history teachers, namely: The first area: Standard / enthusiasm and dedication to work, which included (25) sub-standard. The second area: Standard / communication and interaction with learners, has been included (25) sub-standard. The third area: Standard / Department of Education and learning and Mracpthma, has included (25) sub-standard The fourth: Standard / responsibilities of teaching and learning, has included (25) sub-standard. The results of the research is to emphasize the importance of all members of the sample consisting of (25) and manager and supervisor (55) and a school teacher of history at all the criteria set out in the questionnaire. The results also showed that there were statistically significant differences between the assurances of the importance of some sub-criteria contained in the resolution and in favor of supervisors and managers for male and female teachers. In light of the results, the researcher recommended a number of recommendations, including: 1) to benefit from the previous list of criteria in the process of assessing and evaluating history teachers in middle and high schools. 2) to benefit from the previous list of criteria in the evaluation process (student / teacher), Department of History during the period of applications faculties of education and basic education. (Published Abstract)