Designing and validating the performance evaluation model for elementary teachers in the context of blended learning

Articles in Press

Document Type : Research Paper

Authors

Department of Educational Sciences, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran

Abstract

Background and Objectives: The current research was conducted to design a model for evaluating elementary teachers' performance in the context of blended learning.Methods: The research method is mixed and sequential exploratory. The research method uses descriptive phenomenology in the qualitative part and survey in the quantitative survey. The participants in the qualitative part were 26 faculty members, managers, heads of educational groups, teachers, parents of students, and students selected and in the quantitative part, 335 . Descriptive and inferential statistics methods and structural equation models were used to analyze the data. Also, the validation of the model was measured with external model tests and internal tests. Findings: The findings of the research led to the identification of 5 main educational, behavioral, attitudinal, knowledge, and skill dimensions and 30 performance evaluation indicators of primary teachers in the context of blended learning and all the model indicators and the results of the external and internal model tests had the necessary validity and as a result the validity of the model Confirmed. Conclusion: To evaluate the performance of primary school teachers in the context of combined learning, it is better to use these dimensions and indicators. They evaluate teacher's performance from different angles.

Keywords

Educational and Scholastic studies

Articles in Press, Accepted Manuscript
Available Online from 17 June 2026

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