The Degree of Problems of Assessment Practices Followed by Public School Head teachers (Northern West Bank Governorates) in Assessing Teachers:from Teachers Perspective

This study aimed at exploring the degree of the problems of teachers’ evaluative procedures, which were followed by the principals of the governmental schools in the West Bank. A 46-point questionnaire was prepared and employed to assure the attainment of the purpose of the study. It was selected sample of 385 teachers, who were selected through a stratified random sample, of the component of 15054 teachers in the government schools in the West Bank community. One of the main results of the study was the existence of real problems in the evaluative procedures, which were followed by the principals in evaluating their teachers. Thus, such problems were with all the members of the sample in the same degree regardless the factors of gender or qualifications. Although there were differences in the degree of the problems according to the variable of experience, the results were for the best interest of teachers, who had less than 5 years of experience. The results showed that the teachers, who had less than 5 years of experience, had social problems more than the ones who had more than 10 years of experience. In addition, the degree of the problems was affected by the factor of the directorate. In other words, it turned out that the degree of problems with the teachers of Qabatia directorate was more than Qalqilya directorate. In addition, the degree of problems with the teachers of Nablus directorate was more than Qalqilya directorate. The main recommendations of the study: the need to follow the work of the director on an ongoing basis by the competent authorities and the placement of the school director for a number of courses on the evaluation process before exercising them well in advance.