Construction and Validating the teachers performance appraisal questionnaire

The purpose of this study is to validate the teacher performance appraisal questionnaire. Regarding the objectives, operational research method was applied. It was a quantitative method of exploratory design with construction approach. The statistical population were all senior high-school teachers (831) in urmia city in academic year 2018-19 among them 306 teachers were selected as sample utilizing Morgan table and proportionate stratified random sampling technique. This questionnaire is designed based on Danielson ‘s effective teaching framework and Stronge’s professional competencies. (its dimensions included teacher prerequisites, professional responsibility, planning and preparation, organization and classroom management, teacher’s personal characteristics, education or teaching. Validity of the questionnaire were confirmed by confirmatory and exploratory factor analysis . In exploratory factor analysis , parallel analysis was used to determine the number of factors and promin rotation was used to achieve a simple structure of factors. Reliability of the questionnaires were obtained by using Cronbach’s alpha test. The values of Alpha coefficients for this questionnaire equaled: 0/86 that was confirmed. Values of Cronbach’s alpha obtained for each dimension indicate internal consistency SPSS and LISREL were two statistical soft-wares to serve the purpose of data analysis. Loding of scale items and goodness of fit indexes obtained during confirmatory factor analysis indicate that the data of this study have a good fit with the factor structure of this scale . This questionnaire can be used to appraisal the performance of teachers in schools. Also this tool in the inservice education of teachers can be utilized