Chapter 8: Principals’ and Teachers’ Perceptions of Teacher Evaluation in Arab Schools in Israel: Meeting the Demands of Accountability and Improving Performances

As accountability systems have generated increased demands for evidence-based student learning, data-based assessment has been used more prevalently in many countries. School leaders have recognized the need to train teachers to interpret quantitative and qualitative data, however, there is scant research on data-driven decision making to help them evaluate and guide teachers’ efforts. This paper addresses Arab elementary school principals’ and teachers’ perceptions and applications of teacher evaluation in an era of accountability. Analysis of semi-structured interviews with fourteen Arab principals and eight teachers showed that the majority identify teacher evaluation as a tool to provide evidence for school accountability. Nevertheless, contextual determinants restrict Arab principals’ ability to evaluate teachers as a practice that would regularly inform decision-making. Many principals find it difficult to balance collegial loyalty to the teachers with the norms and demands of Arab society while also ensuring fairness towards students. The paper ends with some practical suggestions.