شبكة المعلومات العربية التربوية

This study aims at: 1) identifying the most important standards of the quality of teaching performance of secondary school teachers in the light of CBA. 2) Knowing the effect of each of the variables; genre, specialty , professional experience, educational qualification, in the level of the quality of teaching performance for secondary school teachers in the light of CBA. 3) Recognizing the reality of the level of quality of teaching performance for secondary school teachers in the light of CBA. 4) Highlighting the importance of the attention of the quality of teaching performance of teachers for the advancement of the educational system. 5) Making the responsible for educational system aware of the most important competencies required for the quality of teacher’s performance in the light of CBA to guarantee the quality of teaching outcomes. 6) Providing some recommendations and suggestions for the improvement and the continuous development of teacher’s teaching performance. The researcher prepared a questionnaire to measure the quality of teaching performance of secondary school teachers in the light of CBA. The questionnaire included 48 paragraphs in its initial form but 38 paragraphs in its final form. The researcher considered each paragraph as an indicator of teacher’s teaching competency according to CBA. The researcher questioned a sample group of 79 teachers who are distributed according to the study variables as follows: gender: 205 males (38, 9%) and 310 females (60, 2%) professional experience: 305of teachers less than 7 years, 97 of them between 8 and 15 years and 113 of teachers more than 16 years. Specialty: 168 of teachers were scientific, 282 of them were literary, 52 of them were technical and 13 of them were belonging to management and economy stream. Qualification: 286 of teachers had license degree, 105of them had master, 36 of them were engineer, 81 were graduates of higher school education and 7 of them had magisterial degree. This research is based on descriptive analytical method which went through the following procedures. At the beginning, the questionnaire was applied on exploratory sample group of 79 teachers. After the verification of the psychometric properties, the final form was obtained to be used in the basic study. The data processing was analyzed by using the following statistical methods: 1) frequencies, percentages and arithmetic mean and standard deviation. 2) T test for two independent samples. 3) One-way analysis of variance one way Anova. 4) Cronbach's alpha coefficient. 5) Pearson correlation coefficient. After the analysis, the results of the research show that: 1) the level of the quality of teaching performance of secondary school teachers in the light of CBA was average .i.e. The degree of secondary school teachers to teach the skills of planning, implementation and evaluation of learning has not reached the desired level of the quality came with a medium level. 2) There are no statistically significant differences in the field of teaching planning of secondary school teachers in the light of CBA due to the variable of gender whereas there are differences in the quality of teaching performance in the light of CBA in the fields of teaching implementation, learning evaluation and all of the questionnaire because of the variable of gender at the level of indication of 0.05 pro females. 3) There are no statistically significant differences in the field of teaching planning owing to the variable of specialization “teaching subject” while there are differences in the level of the quality of teaching performance of secondary school teachers in the light of CBA in the fields of teaching implementation, leaning evaluation and all of the questionnaire due to the variable of specialization for those who teach scientific subject at the expense of those who teach literary ones and for those who teach technical subjects without regard for those who teach literary ones. 4) There are no differences in the level of the quality of teaching performance of secondary school teachers according to the variable of professional experience in all of the questionnaire and the fields of teaching implementation and learning evaluation but there are statistically significant differences in accordance with the variable of professional experience and in favor of those who have experience less than 7 years at the expense of those who has experience between 8 and 15 years. 5) There are no differences in the level of the quality of teaching performance of secondary school teachers in the light of CBA in all of the questionnaire and in the three dimensions: teaching planning and implementation and learning evaluation according to the variable of qualification. (Author's abstract)