Self-Evaluation and Its Relationship with Improving Job Performance Among Teachers in Government Schools in North Al Sharqiyah Governorate, Sultanate of Oman

Abstract

Abstract

The current study aimed to explore the relationship between self-assessment and the improvement of job performance among teachers in government schools in the North Al Sharqiyah Governorate in the Sultanate of Oman. The study employed a descriptive correlational approach, using a questionnaire to collect data from a sample of 465 teachers. The study found that the level of self-assessment practice among teachers in government schools in North Al Sharqiyah Governorate was overall moderate. It was also moderate in terms of professional responsibility, while it was high in the classroom environment dimension and low in lesson planning and job performance dimensions. The results revealed no statistically significant differences in the study participants' responses based on gender, educational qualification, and years of experience at a significance level of (α ≤ 0.05). Additionally, the results showed a statistically significant positive correlation at a significance level of (0.01) between the dimensions of self-assessment (lesson planning, classroom environment, and professional responsibility) and the improvement of job performance among teachers in government schools in North Al Sharqiyah Governorate.

Keywords: Self-assessment, Job performance.