The Reality of Performance Evaluation Methods Adapted in the Directorates of Education in the Northern Governorates from the Perspective of the Department Heads and Employees
DOI:
https://doi.org/10.33977/1182-017-048-008Keywords:
Evaluation Patterns, head divisions and employees, Keywords: Organizational justice, public schools, northern governorates.Abstract
Objectives: The study aimed to identify the reality of performance evaluation patterns followed in the education directorates in the northern governorates from the point of view of department heads and employees.
Methodology: The study adopted the correlative descriptive approach, and a stratified random sample was selected, which included 281 heads of departments and workers in the directorates of education in the northern governorates, distributed over 236 employees, and 45 heads of department
Results: The results showed that the arithmetic mean of the study sample's estimates on the questionnaire of evaluation patterns followed by department heads and employees in the education directorates in the Northern Governorates as a whole amounted to 3.95, with a high rating. The field of Knowledge Evaluation came in first place, with an arithmetic mean of 3.99, and a high rating, while the field of Task and Responsibility Evaluation came in last place, with an arithmetic mean of 3.92, and a high rating.
Conclusion: The study recommended a comparative study of performance evaluation patterns in neighboring countries, identifying the problems facing the evaluator in using performance evaluation patterns to work on alleviating them, and linking the performance evaluation process to the employee’s job description and the activities he performs.
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