Abstract:

This study aims to detect school principals’ and teachers’ views on teacher performance evaluation, which is made for teachers- who are one of the most important resources of education- to develop themselves. Semi-structured interview method, one of qualitative research methods, was used in this study. The study group was composed of 18 school principals and 60 teachers working in the Çan district of Çanakkale province. “Interview Form 1” to obtain school principals’ views on teacher performance evaluation and “Interview Form 2” to obtain teachers’ views- both of which were developed by the researchers- were used for data collection. The collected data were put to inductive content analysis. The majority of the school principals were informed of the goals of teacher performance evaluation. School principals considered teacher performance evaluation as positive in that it was objective, that it helped teachers in self-development, that it contributed to students’ development, that it made students active in the classroom and that it used the method of reward and punishment. According to principals and teachers, leaving teacher performance evaluation to the managers of the institutions was positive in terms of reliability and objectivity. Yet, both school principals and teachers were of the opinion that conflicts could occur in schools unless the criteria for evaluation were not clear and distinct and unless evaluation is fair.

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