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A systematic teacher evaluation seems to be instrumental in enhancing teacher professionalism. However, the road to good implementation of teacher evaluation system rarely goes straightforward without challenges and constraints. In this context, the main purpose of this study was to examine and analyse the teacher performance evaluation in Oman as perceived by evaluators. This investigative study was conducted using the qualitative approach. Seven schools in the Sultanate of Oman were selected as the research site with nine senior teachers, two supervisors, and three school principals of the selected schools as the respondents. The study indicated that participants are sceptical if the evaluation can improve noticeably the teacher professional development. They attributed that to some factors such as lack of time, confidentiality, and lack of incentives, and the law impact of teacher evaluation on teacher performance. These finding should, however, alert the policy designers in the Ministry to the sizable gap that exists between the documented policy of teacher evaluation system and its implementation.

This research was designed with two- fold purpose. Firstly, it attempted to assess the status of the learning environment in government kindergartens in Jordan in terms of family and teachers characteristics. Secondly, the research also looked at the strengths and weaknesses of the learning environment. Further, it looked for the ways in which the level of the learning environment could be improved in terms of the family and teachers. The design of the research employed both quantitative and qualitative methods The population of the study was the government kindergartens in Jordan. The sample consisted of 250 kindergartens in 12 provinces in Jordan which were involved in the main quantitative survey, and selected through random stratified sampling. In addition purposive sampling was used tor interview; 8 teachers were interviewed to get in depth- information about the status of kindergarten in terms of family and teachers characteristics in these kindergartens. The responses from the survey were analyzed using descriptive statistics (means, standard deviations. Data from interviews were analysed qualitatively. The findings of this research indicated that the status of the level of the learning environment in terms of family and teachers characteristics is at medium level whereby it was found that one dimension of ECERS-R were at high levels, namely, families' needs. Moreover, this reearch also found five dimensions to be at medium level, and these were opportunities for professional growth, teachers interaction and. cooperation, professional needs of teachers, personal, needs of teachers, supervisions and evaluation of. teaeher. Finally, ,the findings from the qualitative portion revealed that to improve the level of the learning environment the kindergartens need to focus on training for kindergarten's teachers, the role of families and teachers in the field of early childhood education, increasing their salary, stricter licensing, upgrading the furnishings of kindergartens, improving and implementing new instructional strategies to be developed and implemented by the Ministry of Education

هدفت الدراسة إلي تقييم أداء أساتذة كلية التربية والألسن بجامعة عمران باليمن من قبل الطلبة وفقاً لبعض معايير الجودة والعلاقات الإنسانية في التعليم وأثر (الجنس، والتخصص، والمستوي الدراسي) على تقييمهم للأداء، وباستخدام المنهج الوصفي واستبانة من (71) معيارا؛ وزعت علي عينة طبقية مقصودة بلغت (300) من طلبة المستويين الثالث والرابع؛ منهم (139) ذكور، (161) إناث، توصلت الدراسة للآتي : حصل عموم الأداء علي متوسط (2.74) من (5)، بتقييم (أحيانا)، وحسب المجالات؛ حصل المجال (3) جودة تقييم الأساتذة للطلبة - علي أقل متوسط (2.53) بتقييم (نادراً)، فيما حصل المجال (5) سلوكيات هدم العلاقات الإنسانية (2.95) بتقييم (أحيانا)، أما المجالات؛ (1) الإعداد للمقررات الدراسية، (2) التدريس والتكاليف العملية، و(4) الاجتماعي والإنساني؛ فكانت متوسطاتها (2.66، 2.70، 2.85)؛على التوالي؛ بتقييم (أحيانا). كما وجدت فروق دالة إحصائياً عند (0.05=a) تعزى للجنس؛ في (23) معياراً؛ منها (18) لصالح فئة الذكور، وعدد (5) في مجال هدم العلاقات؛ لصالح الإناث، وتبعاً للتخصص، في عدد (16) معياراً؛ (15) لصالح العلمي، وواحد فقط للإنساني. وتبعاً للمستوى الدراسي؛ في (11) معياراً، (6) منها؛ لصالح المستوى الرابع، وفي (5) للثالث. وفي ضوء النتائج قدمت توصيات للارتقاء بمختلف جوانب أداء الهيئة التدريسية والأكاديمي بشكل عام.