Document Type : Original Article
University of Guilan, Rasht, Iran
Assistant Prof., University of Guilan, Rasht, Iran
Designing and performing a sound system of evaluating the teachers’ performance considering their occupational nature, accounts as one of the very important responsibilities of human resources in education and training. The nature of carrier performance of P.E. Teachers is somehow different from other teachers. Therefore, on this study, system of performance assessment of P.E. and non-P.E. teachers was compared. Methodology was descriptive and By using random clustered sampling method. According statistical population and Morgan Schedule 310 P.E. teachers and 480 non-P.E. teachers were selected as statistical samples of study, and their performance assessment questionnaire were analyzed. The data were analyzed via Mann-Whitney U; One Sample Kolmogorov-Smirnov tests; and Pearson correlation on P≤0.05 level. The results of this study indicated that no significant difference existed between assessment scores and level of encouragement (p=0.389) and improvement (p=0.557) of P.E, and non-P.E. teachers. It was also indicated that the correlation between the assessment (r=0.103 & p=0.024) score and the level of encouragement and improvement was significant only for non-P.E. teachers and non-P.E teachers (p=0.021). The difference between assessment scores (p=0.028) and encouragement factor (p=0.005) of male and female teachers was significant. The difference between assessment scores of junior high and high school P.E. teachers was significant (p=0.038); however, no significant difference was indicated between two factors of encouragement and improvement in this group of teachers (p=0.213 & p=0.35). Even though no significant difference existed in assessment scores of non-P.E. teachers of junior high and high schools (p=0.171), however a significant difference existed in factor of improvement in this group of teachers (p=0.004). A significant difference also existed in errors of softness (p=0.001) and leniency (p=0.001) in assessment system of P.E. and non-P.E. teachers. Generally, the performance assessment of P.E. and non-P.E. teachers is not being done accurately. The individuals who perform the assessment, evaluate the teachers more than what they deserve, and they are negligent in suggesting improvement method. It also seems that the teachers are not being encouraged and improved regardless of their assessment results. This kind of assessment could be a strong reason for lowering the teachers’ occupational motivation.