global experiences

Performance evaluation is one of the most important factors in human resource management that increases educational efficiency and school effectiveness. Performance evaluation is actually a systematic and regular assessment of individuals' work in relation to how they perform their duties in their assigned jobs and determining their potential for growth and improvement. The aim of the present study was to develop a model for assessing teachers' desired performance based on global experiences.

This study was a qualitative study of meta-analysis and in-depth interviews. The sources of data collection included global experiences of leading countries and the opinions of subject matter experts in evaluation and educational sciences. A criterion-based, purposeful approach and theoretical saturation criteria were used to select subjects. Depending on the type of questions, various analysis methods such as open and axial coding and document analysis were used, and the four criteria of Guba and Lincoln were used to validate the research process.

After thematic extraction and classification, a model for assessing teachers' desired performance was drawn. Also, the dimensions of the relationship between the instructor and the trainee, individual characteristics, professional qualifications, and social interaction were measured to measure performance.

According to the results, redesigning and reviewing the assessment of teacher performance based on global experiences in order to improve their competence is very necessary.

Among the most remarkable economic developments of the past fifty years have been stunning progress made in East Asian societies, despite wars and unrests and absence of any industrial foundations in their recent history. There has been a multitude of research conducted on such developments and numerous results have also been reported; however, there is no integrated model with regard to the topic. The current research aims at presenting a comprehensive approach and designing a coherent model according to effective experiences of selected East Asian countries using strategic opportunities that can be applied for other nations. The current research is based on Sandelowski and Barroso's meta-synthesis method embedded in a content analysis study. With regard to purpose, it is considered as an applied research and as for data collection a descriptive one. According to findings, 110 components in 14 areas and 4 dimensions were extracted and results were eventually presented in a conceptual model. According to results obtained in the study, a model for managing strategic opportunities was proposed. It was accordingly determined that managing strategic opportunities as a result of government interventions, improvements made in infrastructures, developments in industry and trade and enabling work force have all led to economic development of East Asian countries.

Nowadays, learning does not stop after graduation, but it is considered as the starting point for the development of human resources in the occupation and in this regard, one of the tools to strengthen learning in individuals' professions is the individual development plan. In fact, this plan is a practical tool and a precise schedule to meet the professional needs of employees in line with the goals of the organization and employees’ occupation. Although the usage of this tool is very common, no purposeful study has been done in order to familiarize researchers with the various results of numerous global researches in the field of its implementation. Therefore, the purpose of this study is to examine the findings of global studies on the implementation of individual development plan and its effectiveness in organizations. The results of a total of 23 global and local researches indicate that most of them have emphasized the significant effectiveness of IDP implementation on the development of knowledge, improvement of professional skills and performances of employees, encouragement of professional responses and promotion of employabilities of the individuals. On the other hand, the results of some researches have considered the individual nature of this plan to be the cause of neglecting the macro-organizational strategies; and therefore, these studies have highlighted the lack of motivation and persuasion of the feedback method, the lack of effects on professional actions at the workplace, the ornamental nature and also unrealistic application of this plan. In some other studies, having sufficient support to implement the plan, the type of organizational learning environment, attention to work teams, leadership style, decentralization, and also supporting the coaches in their guiding roles have been mentioned as the factors and conditions for the effectiveness of this plan’s implementation.