Meta-analysis of the evaluation of teachers' performance and providing a suitable model for it

Teacher evaluation is a common practice in most schools and its impact on students' learning cannot be underestimated. The aim of this study was to identify teacher evaluation methods and determine their evaluation framework.

The research strategy is qualitative and the research method is synthesis research. The field of research included internal and external research on the subject of evaluating teacher performance in 65 cases. In the refining stage of articles, 29 articles were purposefully selected depending on the criteria. Research selection criteria are articles, and research on the subject of teacher performance evaluation with publication's name and year which are in line with the objectives of the research. The six-step pattern of Roberts' research synthesis was used to collect data.

In this research, a number of teacher evaluation methods were identified Included Classroom observation, Principal Evaluations, Analysis of Classroom Artifacts, Portfolios, self- evaluation, Value – Added models, Student ratings, Performance Rating for Promotion, Teacher Evaluation for Professional Development, Clinical supervision, teacher development programs, a peer evaluation system.

In this study, a number of teacher evaluation methods including Classroom observation, Principal Evaluations, Analysis of Classroom Artifacts, Portfolios, self-evaluation, value-added models, student ratings, Performance Rating for Promotion, evaluation for professional development, clinical supervision, Teacher Evaluation for Professional Development, Clinical Supervision, and Peer evaluation system was identified.