Evaluation of Preschool and Primary School Teachers in Romania: Between Theoretical Principles and Practical Effects
Evaluation of Preschool and Primary School Teachers in Romania: Between Theoretical Principles and Practical Effects

Summary/Abstract: The main objectives of our study were: a) to observe the weight of the valued professional activities in the official documents for the teacher evaluation, mainly comparing them to the performance criteria established by the Educational Ministry; b) to analyze teachers’ opinion concerning the educational effects of their activities One open question was addressed to 796 preschool and primary school teachers. They were asked to write about the 3 most important requests in the self-evaluation official document, which they consider as having aversive consequences towards the educational process. Data was qualitatively and quantitatively processed. Results show that about 13-29% in the total points gained in the evaluation for merit gradation salary is for school competitions (organizing, involving pupils and having pupils succeeding in these contests). On the contrary, points gained in the teacher’s work evaluation for each pupil progress in learning is only about 5-6%. Teacher’s opinions about the criteria for professional self-assessment indicated the need for reconsidering some of them.

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