Nermin Karabacak1, Şenol Sezer2, Ruken Akar-Vural3, Mehmet Küçük4

1Dr., Nermin Karabacak, Recep Tayyip Erdogan University, Faculty of Education, Rize, Turkey, nermin.karabacak@erdogan.edu.tr

2Dr., Şenol Sezer, Ordu University, Faculty of Education, Ordu, Turkey,


3Ruken Akar-Vural, Adnan Menderes University, Faculty of Education, Aydın, Turkey,


4Prof. Dr., Mehmet Küçük, Recep Tayyip Erdogan University, Faculty of Education, Rize, Turkey, mehmet.kucuk@erdogan.edu.tr




This study was designed in the qualitative research design and used single case study model. The study group was 40 teachers, 10 primary school teachers, 20 branch teachers, and 10 teachers in guidance and psychological counselling field working in schools in Rize city centre during 2017-2018 academic years. The study group was determined using maximum variation sampling method. Data were collected through semi-structured interview forms. Data were analysed using descriptive analysis technique. Based on the findings, five main themes and 17 sub-themes related to these main themes were determined. The results showed that teachers have different views on performance evaluation. Teachers approaching performance evaluation with an affirmative attitude have stated that performance evaluation will increase the quality of education, contribute to the professional development of teachers and encourage teachers to renew themselves and therefore it is necessary. Teachers, who have an attitude towards performance evaluation expressed that the performance evaluation will cause organizational conflict, decrease the professional prestige of teachers. In addition, the teachers stressed that it will be an impropriety practice while there already have been so many problems in education, and if it is applied, it will disrupt work peace. Teachers state that performance evaluation cannot be based on objective principles. The teachers, who approach the performance evaluation positively, stated that the evaluation should be conducted by experts and supervisors in the field of education, and that the evaluators should evaluate the performance of the teachers according to the neutrality principle and that the evaluation criteria should be clear and objective. On the other hand, the teachers who negatively approach performance evaluation suggest that this practice will decrease organizational commitment and cannot be a sustainable practice because it is far behind the current audit and evaluation practice and is not applicable and functional. Based on the findings it can be suggested that Ministry of National Education should ensure that the performance of teachers is evaluated by fair and impartial education experts and supervisors. In addition, the teachers should closely monitor the changes and innovations in the field of education and should be more attentive to professional development.

Keywords: Teacher, performance, performance evaluation


CITATION: Abstracts & Proceedings of ADVED 2018 - 4th International Conference on Advances in Education and Social Sciences, 15-17 October 2018- Istanbul, Turkey

ISBN: 978-605-82433-4-7