The Pathology of Teacher Rating System: Under the Phenomenography Lens

Document Type : Scientific - Research

Authors

1 Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran

2 Ph.D. Candidate of educational management, educational management department, faculty of psychology and educational sciences, University of Tehran, Tehran, Iran

Abstract

Objectives: The effectiveness of any change in the education system requires acceptance of the program, the ability to implement it by the implementing agents, the provision of the necessary platforms for dealing with obstacles in the way, and evaluation and ranking to achieve the goals of the organizational program. In addition to these issues, none of the ranking systems can be considered completely flawless, because it is very difficult to achieve a comprehensive and efficient system that takes into account all aspects and missions of education. Therefore, Ranking systems are always faced with serious challenges, the identification of which, from the perspective of their audiences, has a significant impact on providing appropriate strategies. Therefore, the present study was conducted to diagnose the pathology of the teacher rating system.l
Materials and Methods: The current research is based on the paradigm of interpretivism, and in terms of method, it is qualitative and Phenomenography. The statistical population of the present study was the staff, managers, assistants, teachers, and all the people involved in the professional rating of teachers in South Khorasan. Sampling was done using theoretical (non-probability) and purposeful sampling methods. Based on this, 16 people were interviewed. In order to collect data, in-depth and exploratory interviews were used. The obtained data were analyzed using the Collaizi method. In order to validate the research findings of long-term conflict or drowning, confirmation by the subjects and questioning and searching of colleagues, and also to ensure the reliability of the coding methods by the second coder and decoding by the researcher, were used. se
Discussion and Conclusion: Based on the analysis of the findings of the research, the damage of the teacher rating system in 5 secondary categories, including trans-organizational problems and social dissatisfaction (4 categories), weak strategic and development-oriented attitude (3 categories), executive and structural challenges of the teacher rating system (10 categories), basic challenges of the rating system (7 categories) and teacher rating results (7 categories).) were identified. The results of this research show that the low share of education in the country's budget, teachers' livelihood problems, the decline in the status of teachers, interviews with officials, and the psychological climate against educators, a purely economic view of rankings, failure to view rankings as a factor in teacher development and failure to accept the rank earned by teachers, failure to communicate items at the beginning of service, poor proportionality, uniformity, and ambiguity in performance ranking indicators and criteria, sectional implementation of teacher rankings, weakness of the evaluator training program, inappropriate allocation of evaluators, poor training and awareness of teachers regarding the rating process and systems, failure to implement ratings for administrative staff, inappropriate evaluation mechanisms and tools, poor ability to accurately verify uploaded documents, and poor facilities and resources for rating, erosion of the rating process, poor adherence to professional ethics in the teacher rating process, evaluation errors, lack of a system for monitoring and evaluating the ranking process, failure to provide appropriate feedback to teachers and issues related to technology infrastructure and an inefficient teacher performance evaluation system, failure to achieve teacher ranking goals, waste of resources in education, teachers' certification orientation, pushing teachers towards certification orientation, certification fabrication and falsification, weakening the education and training administrative staff, feelings of inequality and organizational injustice, decreased job satisfaction and commitment, and the degradation of teachers' status and position in society are among the harms of the teacher ranking system. Finally, based on the research findings, some suggestions can be made to improve the teacher ranking scheme: precisely specifying job standards and communicating them to teachers, and developing ranking indicators and criteria based on job standards; modifying and improving teacher ranking indicators and criteria and determining appropriate and comprehensive indicators and criteria; training professional evaluators in line with the evaluation process and reforming the method of assigning evaluators; combining teacher rating systems with teacher professional development system; improving technological infrastructure and providing appropriate training to teachers; changing evaluation mechanisms and using new evaluation methods such as evaluation and development centers.

Keywords

References

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