Teacher Evaluation Processes that Lead to Professional Growth: The Role of the Principal as Perceived by Administrators and Teachers

This article aims at inspecting the perceptions of administrators and teachers regarding the role of the administrator in improving the teacher’s professional growth provided by the Armenian High schools in Beirut; Lebanon. It is also conducted to study, on one hand, the principals’ role in the teacher evaluation process, while on the other hand, to determine whether they are capable of improving teacher’s professional growth. Both quantitative and qualitative data were gathered from seven Armenian High schools in Lebanon. Quantitative data was gathered through Teacher Evaluation Profile (TEP), where N=10 administrators and N=50 teachers participated in the filling out the questionnaire; Qualitative data was gathered through interview questions, where N=7 administrators and N=14 teachers participated in the interviews. The results of the research conveys the role of the administrators in teacher evaluation process, in addition, it might help them plan evaluation process that helps the teacher’s professional growth.