This study aims to examine Arab teachers' attitudes and perceptions regarding principals' role as evaluators of their work, and to find out whether differences exist in teachers' attitudes toward their work being evaluated by principals. Findings may contribute to existing research knowledge on teachers, who exert the most influence on student achievement.
This study is particularly significant because it is the first to examine Arab teachers' attitudes and perceptions of the role of principals as evaluators of their work. Research findings can contribute to the improvement and internalization of the evaluation process. They can also lead to a more well-informed use of teacher evaluation.
Recently the Ministry of Education led a process of decentralization by investing school principals with the authority to evaluate teacher work. In light of this new approach, the question arises about teachers' attitudes and perceptions toward principals' role as evaluators of their work. These perceptions and attitudes have an impact on teachers' overall behaviors at school and the contribution of the evaluation process to improving their work.
Teachers answered a questionnaire examining the attitudes and perceptions of teachers regarding school principals' role as evaluators of their work.
Data were collected from a random sample consisting of 478 teachers in the Arab school system. The results show that most of the teachers who were evaluated by the principal had positive perceptions and attitudes, and perceived the principal's evaluation of their work as contributing and improving rather than judgmental, aiming to help teachers improve their work while emphasizing the importance of the compensation effect. Conversely, the attitudes and perceptions of most teachers who were not evaluated were less positive, viewing evaluation as a means of control, compensation, and a demonstration of the principal's authority.
