Teacher Evaluation in Kuwait - Evaluation of the Current System and Consideration of Risk-Based Analysis as a Principle for Further Development

Abstract

Evaluation is an essential component in education. Through evaluation, educationists can identify what has been achieved, what needs to be improved and what should be developed. Educational evaluation can be applied to several areas, such as curricula, students, teachers and schools in general. This study focuses on teacher evaluation and argues that teacher evaluation systems should be more effective in accurately determining teacher performance, should support the making of fair decisions in relation to sanctions or rewards and should support professional development. The aims of this study were firstly to analyse and evaluate the current teacher evaluation system in Kuwait, and secondly, to suggest an alternative teacher evaluation system based on a ‘Risk-Based Analysis’ approach. This study used a combination of quantitative and qualitative methods to gather data. In particular, a questionnaire was designed to collect teachers’ perspectives on the current system and was distributed to 599 teachers in nine primary schools in three Kuwaiti educational districts. Interviews were conducted with nine head teachers and twelve inspectors in order to obtain more in-depth data regarding the current system. The study also carried out additional interviews with the same head teachers and inspectors, and held a focus group with 45 teachers, in order to probe their views concerning the proposed alternative system.

The results of this study have revealed that the actual purposes of the current system are primarily focused on achieving summative evaluation, while the desired purposes of teacher evaluation are to secure both summative and professional development. The current system most frequently uses observation to evaluate teacher performance; however, participants expressed a desire for a broader range of evaluation tools to be used. The study found that teachers more frequently have discussions with, and receive written feedback from, heads of departments as opposed to the other two evaluators (head teachers and inspectors). They rated the value of the discussion and written feedback from heads of departments as more valuable than that which is given by the other two groups of evaluators. The study also found that teachers’ views were clustered, with some teachers indicating that the current system does not support them in their performance development and others indicating that it does. Finally, the study found that adopting the alternative system would improve the validity and reliability of teacher evaluation, would link teachers’ performance with promotions and rewards while introducing sanctions for underperforming teachers, as well as would facilitate and promote professional development.