An Analysis of Teacher’s Performance Evaluation at Private Schools: Kahramanmaraş and Gaziantep Sample

Önen, Zerrin; Sincar, Mehmet

doi:10.14527/kuey.2019.005

Cited by 2 publications

(3 citation statements)

References 15 publications

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“…School self-evaluation stakeholders are composed of learners, teachers, parents, and school management. Onen and Sincar (2019) stated that organizations' such as schools' success is directly related to the alignment of teaching to school policies. They believe that teachers at school should be evaluated from the perspective of the school besides evaluation about his/her personal traits.…”

Section: School Self-evaluation Modelmentioning

confidence: 99%

“…Inputs, processes, and outputs in Table 2 conform to the CIPP model of school evaluation which comprises context, input, process, and product (Stufflebeam 1966). The success of learners is considered the fundamental goal in education systems; hence, it is important to ensure that evaluations of all systems and process in the school are considered (Onen and Sincar 2019). During school evaluation, indicators that external or internal evaluators need to focus on are inputs, processes, and outputs.…”

Section: The Use Of Indicators For School Evaluationmentioning

confidence: 99%

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School Evaluation: Approaches, Frameworks, and Indicators

Msezane¹

2019

Encyclopedia of the UN Sustainable Development Goals

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School evaluation in the context of this chapter can be defined as the collection, analysis, and interpretation of information about any aspect of a program of education for improvement (Ellington et al. 1993; Kurban and Tok 2018). Alternatively, school evaluation is a training that forms part of a recognized process of judging schools' effectiveness, its efficiency, and any other outcomes it may have (Patton 1987; Ellington et al. 1993). School evaluation can also be referred to as the means of judging the success of a schools' performance based on the criteria in an evaluation framework (e.g., DoE 2002; Sanders 2001). Whole-school evaluation in this chapter can be broadly referred to as a collaborative and transparent process of making judgments on the holistic performance of schools, measured against agreed national criteria (DoE 2002). It is a collaborative process because external evaluators and school management teams, teachers, learners, and parents take part in the evaluation processes. Whole-school evaluation is a transparent process of making judgments because all stakeholders are consulted and guidelines of the evaluation processes are known by participants prior to the evaluation process. Whole-school evaluation can be linked to school self-evaluation, which is defined as a collective, reflective process of internal school review (DoE 2002; Stronge and Tucker 1999). According to the South African Department of Education (DoE 2002), whole-school evaluation is the cornerstone of the quality assurance system in schools. It assists a school and external inspectors to review the schools' current performance and to show how it meets international, regional, and local goals in education.

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Section: School Self-evaluation Modelmentioning

confidence: 99%

Section: The Use Of Indicators For School Evaluationmentioning

confidence: 99%

School Evaluation: Approaches, Frameworks, and Indicators

Msezane¹

2019

Encyclopedia of the UN Sustainable Development Goals

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“…Likewise, Susanti et al (2022) argue the importance of determining the correlation between TPACK component variables is necessary to improve students' TPACK abilities. Önen & Sincar (2019) also encourage future research to evaluate teacher performance evaluation for improving learning. Chui & Zang (2022) also encourage future researchers to examine literacy and TAPCK.…”

Section: Introductionmentioning

confidence: 98%

The effect of technological pedagogy knowledge and technological content knowledge on TPACK of primary prospective teachers

Masfuah,

Fakhriyah,

Hilyana

et al. 2024

Multidiscip. Sci. J.

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Technological Pedagogy Content Knowledge (TPACK) is a skill that 21st-century teachers must possess. This study measured the influence of the Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) toward the TPACK of 150 primary prospective teachers at Universitas Muria Kudus on the innovation courses in science learning. The quantitative survey research applied some instruments, such as test instruments, project observation sheets, and performance. The researchers analyzed the data with a multiple regression. Based on data analysis, the results show that the multiple regression model of Y = 1.752 + 0.452X1 + 0.524X2. TPK and TCK have an effect of 98.3% on student TPACK with 45.2% of TPK ability influencing TPACK ability and 52.4% of TCK ability influencing TPACK ability. Based on these results, the researchers concluded that TCK significantly and highly influenced TPK. The results recommend lecturers to better prepare the students with TCK than TPK abilities.

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An Analysis of Teacher’s Performance Evaluation at Private Schools: Kahramanmaraş and Gaziantep Sample

Cited by 2 publications

References 15 publications

School Evaluation: Approaches, Frameworks, and Indicators

School Evaluation: Approaches, Frameworks, and Indicators

The effect of technological pedagogy knowledge and technological content knowledge on TPACK of primary prospective teachers

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