Implementing Teacher Evaluation Policy Among Arab Teachers and Principals in Israel: A Micropolitical Perspective

• In Event: Investigating Teacher Quality Around the World

Abstract

Objectives or purposes: The evaluation of teacher quality does not occur in a vacuum, but rather within a specific school, social, and political context which impacts how evaluation is defined, and perceived (Bridges & Groves, 1999; Kelchtermans, 2007; Peterson, 2000). This study analyzed connections between evaluating teacher quality practices and cultural features in the Arab society in Israel. It also explored the way teachers and principals think about and execute teacher evaluation policies in Israeli Arab schools. The Israeli Arab society in Israel holds unique cultural features known to be different from those shared by the Jewish majority who runs the Ministry of Education. We therefore chose to conduct our study within that specific context. As part of a larger study (Author, 2017), the research presented here focuses on how teacher quality is evaluated in the Israeli Arab society. Both principals and novice teachers who have undergone a process of evaluation for tenure were examined as actors in the process of evaluating teacher quality.

Theoretical framework: Taking a micropolitical stance, we analyzed power relations between teacher evaluation practices, the different actors, and the cultural features of the Israeli Arab society. By doing so, we unveil the way that this kind of teacher quality evaluation system interacted with both internal players in the equation (such as teachers, principals, and other administrative staff) and external players (e.g., the Ministry of Education). We examined how each of these players thinks and acts upon their evaluation of teacher quality in the Israeli Arab society. Our overall research questions were: How is evaluation of teacher quality conducted in Israeli Arab schools? How are decisions regarding teachers’ careers made? What do Arab principals and teachers think about the evaluation process?

Modes of Inquiry and data sources: The larger study draws upon the use of a mixed methods approach (Tashakkori & Teddie, 2010). Quantitative data were collected through both teacher evaluation reports (years 2013-2016) used in the larger research as well as an online questionnaire delivered to both teachers and principals. Qualitative data were gathered through semi-structured interviews with 20 teachers and their principals. Our paper focuses mainly on the qualitative analysis of interviews, as well as the verbal parts of the questionnaires filled by the participants.

Results: Findings from the qualitative data suggest that power relations among authoritative figures and contextual features, such as collectivism and face-keeping, directed the way decisions are made and limit the work of the evaluator—especially when operating within the Israeli Arab context. This analysis, as well as related findings around teacher quality and how teaching is understood and measured, will be presented in our paper.

Significance of study: Theoretically, the study highlights the relevance of adopting a micropolitical perspective on policy implementation to better understand how power relations operate when making high-stakes decisions among minority groups working in a highly regulated system (in our case, Arab teachers and principals in governmental schools). In addition, the study contributes to policy, practice, and theory by providing a deeper understanding of the implementation of a school-based evaluation policy within the context of this country.

Authors

• Lily Orland-Barak, University of Haifa

• Nariman Abu Rahmoun, University of Haifa; The Arab Academic College for Education