Criteria for evaluating the quality of teaching performance of history teachers in pre-university education

Abstract

The research aimed to estimate the importance of criteria for evaluating the quality of teaching performance of history teachers in pre-university education, according to the point of view of a sample of educational supervisors, specialists, principals of preparatory and secondary schools, and teachers of history in those schools, and to identify the significance of statistical differences in estimating that importance according to the answers of the sample members between supervisors and principals. among history teachers. For this purpose, a questionnaire was designed that included four domains that represent basic criteria in evaluating and evaluating history teachers, namely:
The first field: criterion / enthusiasm and sincerity in work, and it included (25) sub-criteria
The second field: standard / communication and interaction with learners,