Self- evalution of teaching performance according to the principles of effective teaching. A field study on a sample of primary education teachers -M’sila Municipality

Abstract

The current study aims at determining the teaching performance self-evaluation levels according to the principles of effective teaching among primary school teachers at M’sila. The randomly selected sample consisted of 50 primary school teachers. The study used the descriptive method using a self- evaluation tool developed by the researchers. This tool comprises 34 items distributed across four areas: the principle of clarifying the objectives of the subject matter, the principle of stimulating motivation and enhancing individual differences, the principle of assessment or classroom interactin, and the principle of skills and the use of educational resources. The study reached the following results :

• A high evaluation rates in the principles of presenting the subject matter, stimulating motivation, classroom assessment, and skill developement
• A medium evaluation rate in the principles of clarifying objectives and classroom interaction
• A low evaluation rate in the principles of enhancing individual differences and using educational resources

The study findings suggested several pedagogical implications including the inclusion of theoretical and practical courses in the pedagogical training of teachers on intelligence tests, aptitude tests, and readiness tests, the necessity of reviewing and updating the current teaching methods and resources to keep pace with the modern principles of effective teaching, the importance of organizing training days and workshops on how to use educational resources. This study calls teachers to integrate teaching resources to aviod negative reception. This study suggests applying the used research tools on larger samples to ensure validity of further research on the similar topic.