Validation of the Optimal Teacher Performance Assessment Model Based on Global Experiences

The aim of the present study was to validate a model for optimal teacher performance assessment based on global experiences. The research employed a mixed-methods design and was applied in nature. Participants in the qualitative section included experts familiar with the topic and existing literature. In the quantitative section, the research population consisted of 485 nationally selected exemplary teachers, from which a sample of 215 was randomly selected using a simple random sampling method. The research instrument was a researcher-made questionnaire developed based on qualitative interviews. Its content validity was assessed through face validity, and its reliability was verified using Cronbach’s alpha test. Data analysis was conducted using the PLS software and a structural equation modeling (SEM) approach. In the quantitative section, the validity of the data was confirmed through confirmatory factor analysis, and reliability was again evaluated using Cronbach’s alpha, with all research components scoring above 0.7. The findings indicated that the main components—evaluation objectives, individual performance, knowledge assessment, skills assessment, interpersonal performance, evaluation methods, and evaluation sequence—all had factor loadings greater than 0.70 and were statistically significant at the 0.95 confidence level, thus confirming their validity. It can be concluded that the proposed model for optimal teacher performance assessment is valid and can be utilized by educational system planners to support the professional development of teachers.