Teacher Evaluation and Professional Development: Exploring the Experiences of Primary Education Teachers

Abstract

This paper explores kindergarten teachers’ perceptions of teacher evaluation, with a particular focus on its role as a process of reflection and professional development. The study adopted a qualitative research approach and was based on a focus group interview with kindergarten teachers who had participated in the evaluation process. The data were analyzed using thematic analysis, which identified the main dimensions of the phenomenon under investigation. The findings showed that participants initially experienced feelings of anxiety, uncertainty, and apprehension. However, the development of trusting relationships, the provision of feedback, and the implementation of supportive practices contributed to more positive perceptions of the evaluation process. At the same time, the findings indicated that evaluation promotes reflective practice, contributes to the improvement of teaching practices, and supports teachers’ continuous professional development. Finally, the study highlighted the need to adopt a more formative and collaborative model of evaluation that can respond more effectively to the needs of teachers and the wider school community.