EFL Teachers’ Perceptions of Teacher Appraisal

Ahmed Hamid Abdulrazzaq

doi:10.31185/eduj.Vol48.Iss3.3089

Authors

Ahmed Hamid Abdulrazzaq معاهد التمريض

DOI:

https://doi.org/10.31185/eduj.Vol48.Iss3.3089

Abstract

The purpose of this study was to examine EFL teachers’ perceptions of teacher appraisal in terms of its purpose, methods, and criteria. Data for this study were collected from 20 EFL teachers who were given a questionnaire asking them to indicate to what extent they agreed with a total of 44 statements in a Likert-style format, with space to write their comments. Basic statistical analysis of responses revealed several characteristics that many teachers considered to reflect effective teacher appraisal. In terms of purpose, teachers seemed to lean more towards conducting appraisals for professional improvement purposes than making personnel decisions. As for methods, teachers seemed to prefer to be evaluated by their supervisors, whether in terms of classroom observation or evaluation of their written work (tests, portfolios, etc.), to being evaluated by non-EFL supervisors, students, or external evaluators (whether in terms of classroom observation, questionnaires or asking them to take tests). As for evaluation criteria, the results revealed that teachers strongly agreed with most of the evaluation criteria in the literature but were less enthusiastic about such criteria as knowledge of learning theories, use of visual aids, and using higher cognitive levels in discussions and examinations.

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