Evaluation Requirements of Elementary School Teachers' Performance

The aim of this study was to identify the requirements for optimal evaluation of the performance of primary school teachers.  The research method was based on theoretical inquiry and the resources of data included documents, the opinions of the experts, the global experiences, and the views of the beneficiary teachers. In order to answer the questions, two methods of thematic analysis and document analysis were used, and nine teachers' evaluation requirements were extracted. Then, the components for purposeful evaluation of the performance of elementary school teachers in four areas of communication with students, professional development, personality characteristics and social interaction were identified. Based on the alignment of the information gathered through different sources and the general consensus of experts and their alignment with the findings, the overall validity of the research process and the framework of assessment implications were confirmed. Based on the findings, enhancing the quality of education in the area under study requires policy makers to change their evaluation components and should involve a variety of sources including peers, parents and students to be used. It is also necessary to build on the real expectations of teachers by the general public and stakeholders, and use various valuation tools and sheets. If the existing procedure in teacher evaluation continues and little attention is paid to its requirements, the growth of the education system will be hampered.