Identifying Evaluation Indicators of Teachers' Performance for Development-Oriented Education

Abstract

This study aimed to identify evaluation indicators of teachers' performance aligned with development-oriented education to redefine the role of teachers in achieving sustainable educational development. This qualitative study employed thematic analysis. Data were collected through semi-structured interviews with 21 participants, including teachers, school principals, and education experts in Tehran. Participants were selected purposefully, and data collection continued until theoretical saturation. Data analysis followed Braun and Clarke’s six-step thematic analysis using NVivo software. The analysis led to the identification of three main categories: "teachers' professional competencies," "personal and ethical characteristics," and "teachers' developmental role in student upbringing." Each category included several subthemes and open codes such as content mastery, effective teaching, honesty, empathy, critical thinking cultivation, responsibility development, and sustainable literacy promotion. The findings highlight the need for multidimensional, localized, and development-driven teacher evaluation criteria. The results suggest that teacher performance evaluation systems should go beyond traditional metrics to include components of development-oriented education. The identified indicators provide a foundation for reforming evaluation processes, designing innovative assessment tools, and promoting teachers' professional development aligned with sustainable education goals.