Evaluating the Quality of Teaching Performance among Jordanian Teachers in Light of Certain Demographic Variables

Abstract

The quality of teachers' teaching performance depends on several factors, and the development of their performance should be made according to a sound scientific methodology, so the study aims to assess the teachers' teaching performance quality in Ma'an, Southern Jordan, and identify the extent to which their performance is affected by some variables (Gender, Professional Experience, Teaching Level, Curriculum, Training). In order to achieve the study objectives, the descriptive survey method was used, and a measure of teaching performance quality was determined, consisting of three stages (Planning, Implementation, and Assessment) and included (40) items. It was used by educational supervisors to assess the quality of teachers' performance in Ma'an, and (347) male and female teachers were assessed. The results showed that their performance was average in general, but the teachers’ performance of the first three grades was the weakest, while it was also shown that the female teachers’ performance was superior to that of male teachers. The performance of specialized teachers in the scientific field was better than the performance of their counterparts in the humanitarian field. The study showed the positive impact of professional experience and training on the quality of teaching performance. The study also showed the importance of the first five years in the teachers’ work, therefore, the researchers recommended the necessity of focusing on training and qualification at this stage, as well as training pre-service teachers appropriately.