Abstract:

While teacher performance evaluations were carried out by inspectors until 2015, with the change made that year, it started to be carried out through school principals. It is seen that this radical change has many positive contributions, as well as aspects that need improvement. In this context, the aim of the study to reveal how the teachers perceive the new applied method, identify the deficiencies and problems experienced, and provide recommendations for improving the new performance evaluation process. The research is a qualitative research pattern, and a semi-structured interview form is used. The study group consisted of 19 teachers. Content analysis and descriptive analysis were used to analyze the data. The reliability of the data is provided according to the method of reliability, transferability, consistency, and verifiability recommended by Guba and Lincoln for qualitative research. As a result of the study, according to the teachers, it has been seen that significant developments have been achieved in performance evaluation. Still, it has not reached its goal yet, and there are some critical problems and deficiencies. It was determined that the most crucial criticism of teachers in the performance evaluation process is that they have problems of not being objective and fair due to the evaluation of a single person. The most significant deficiency is that the teacher's motivation is not sufficiently considered. In addition, it was observed that the participating teachers were uncomfortable with the lack of process-oriented evaluation, the lack of concrete criteria and the weakness of the feedback mechanism.

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