تقويم أداء مدرّسي التاريخ في ضوء إطار(OECD Education 2030) من وجهة نظر مشرفي الاختصاص

Abstract

This study aims to evaluate history teachers’ performance in light of the OECD Education 2030 framework from subject supervisors’ perspectives. A descriptive-analytical evaluative approach was adopted. The population consisted of 32 history teachers (14 males, 18 females) in day secondary schools in Al-Hindiya district, Karbala Governorate. The sample included 20 teachers (10 males, 10 females) selected based on supervisory visits.

A performance evaluation rating scale (questionnaire) was developed, comprising 30 items distributed across three domains: developing basic and advanced skills (12 items), community engagement and values education (9 items), and flexibility in teaching and technology integration (9 items), using a three-point response format. Face validity was established through expert review (8 experts). Reliability was verified using test–retest on 10 supervisors, yielding an overall reliability coefficient of 0.81. Data were analyzed using weighted mean, percentage weight, chi-square, and Pearson correlation.

Findings indicated that “developing basic and advanced skills” ranked first (WM=2.60; PW=13%), followed by “community engagement and values education” (WM=2.44; PW=12.21), and “flexibility in teaching and technology integration” ranked third (WM=2.41; PW=12.12). Overall performance was rated as moderate across domains, with item-level variability. Some gender-related differences were also observed. Recommendations include integrating OECD 2030 indicators into supervisory evaluation, providing targeted professional development for history teachers, and conducting further studies across subjects and regions.