Exploring teachers’ experiences within the teacher evaluation process: A qualitative multi-case study

References

• Abdallah, A. K., & Alkaabi, A. M. (2023). Induction programs’ effectiveness in Boosting New teachers’ instruction and student achievement: A critical Review. International Journal of Learning, Teaching and Educational Research, 22(5), 493–20. https://doi.org/10.26803/ijlter.22.5.25
   Google Scholar
• Abdallah, R. K., Al Maktoum, S. B., & Al Mansoori, M. K. (2023). The road to lesson observation as a tool to school improvement: Accountability vs. Perfunctory. In A. K. Abdallah & A. M. Alkaabi (Eds.), Advances in Educational Marketing, administration, and leadership (pp. 222–252). IGI Global. https://doi.org/10.4018/978-1-6684-7818-9.ch012
   Google Scholar
• Achenushure, M., Nereo, R., & Pius, A. (2020). Mentoring and the difference it makes in teachers’ work: A literature review. European Journal of Education Studies, 7(6).
   Google Scholar
• Al Bustami, G. (2014). Improving the teacher’s evaluation methods and tools in Abu Dhabi schools—case study. Athens Journal of Social Sciences, 1(4), 261–274. https://doi.org/10.30958/ajss.1-4-3
   Google Scholar
• Alkaabi, A. M. (2021). A qualitative multi-case study of supervision in the principal evaluation process in the United Arab Emirates. International Journal of Leadership in Education, 1–28. https://doi.org/10.1080/13603124.2021.2000032
   Web of Science ®Google Scholar
• Alkaabi, A. M. (2023). Revitalizing supervisory models in Education: Integrating adult learning Theories and stage Theories for enhanced teaching and learning outcomes. In A. K. Abdallah & A. M. Alkaabi (Eds.), Advances in Educational Marketing, administration, and leadership (pp. 253–277). IGI Global. https://doi.org/10.4018/978-1-6684-7818-9.ch013
   Google Scholar
• Alkaabi, A., & Almaamari, S. (2020). Supervisory feedback in the principal evaluation process. International Journal of Evaluation and Research in Education (IJERE), 9(3), 503–509. https://doi.org/10.11591/ijere.v9i3.20504
   Google Scholar
• Al-Taneiji, S., & McLeod, L. (2008). Towards decentralized management in United Arab Emirate (UAE) schools. School Effectiveness and School Improvement, 19(3), 275–291. https://doi.org/10.1080/09243450802246384
   Web of Science ®Google Scholar
• Arif, S., Zainudin, Z., & Hamid, A. (2019). Influence of Leadership, organizational culture, work motivation, and job satisfaction of performance principles of senior high school in Medan city. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 2(4), 239–254. https://doi.org/10.33258/birci.v2i4.619
   Google Scholar
• Badri, M. (2019). School emphasis on academic success and TIMSS Science/Math achievements. International Journal of Research in Education & Science, 5(1), 176–189.
   Google Scholar
• Badri, M. A., Mohaidat, J., Ferrandino, V., & El Mourad, T. (2013). The social cognitive model of job satisfaction among teachers: Testing and validation. International Journal of Educational Research, 57, 12–24. https://doi.org/10.1016/j.ijer.2012.10.007
   Google Scholar
• Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., Ravitch, D., & Rothstein, R. (2010). Problems with the Use of Student Test Scores to Evaluate Teachers. https://www.epi.org/publication/bp278/
   Google Scholar
• Blackmore, J., Hobbs, L., & Rowlands, J. (2023). Aspiring teachers, financial incentives, and principals’ recruitment practices in hard-to-staff schools. Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2023.2193170
   Web of Science ®Google Scholar
• Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
   Google Scholar
• Bruns, B., Macdonald, I. H. & Schneider, B. R.(2019). The politics of quality reforms and the challenges for SDGs in education. World Development, 118, 27–38.
   Web of Science ®Google Scholar
• Buckner, E. (2018). The Other Gap: Examining Low-Income Emiratis’ Educational Achievement. https://publications.alqasimifoundation.com/en/the-other-gap-examining-low-income-emiratis-educational-achievement
   Google Scholar
• Chiang, H., Wellington, A., Hallgren, K., Speroni, C., Herrmann, M., Glazerman, S., & Constantine, J. (2015). Evaluation of the teacher incentive fund: Implementation and impacts of pay-for-performance after two years. NCEE 2015-4020. National Center for Education Evaluation and Regional Assistance. https://eric.ed.gov/?id=ED559723
   Google Scholar
• Chong, S., Chatterji, M., Kevin, G., & Welner, P. (2014). Academic quality management in teacher education: A Singapore perspective. Quality Assurance in Education, 22(1), 53–64. https://doi.org/10.1108/QAE-05-2012-0023
   Google Scholar
• Clipa, O. (2011). Teacher perceptions on teacher evaluation: The purpose and the assessors within the assessment process. Procedia - Social & Behavioral Sciences, 29, 158–163. https://doi.org/10.1016/j.sbspro.2011.11.220
   Google Scholar
• Close, K., & Amrein-Beardsley, A. (2018). Learning from what doesn’t work in teacher evaluation. Phi Delta Kappan, 100(1), 15–19. https://doi.org/10.1177/0031721718797115
   Web of Science ®Google Scholar
• Close, K., Amrein-Beardsley, A., & Collins, C. (2019). Mapping America’s teacher evaluation plans under ESSA. Phi Delta Kappan, 101(2), 22–26. https://doi.org/10.1177/0031721719879150
   Web of Science ®Google Scholar
• Cohen, J., & Goldhaber, D. (2016). Building a more complete understanding of teacher evaluation using classroom observations. Educational Researcher, 45(6), 378–387. https://doi.org/10.3102/0013189X16659442
   Web of Science ®Google Scholar
• Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
   Google Scholar
• Crouse, K., Gitomer, D. H., & Joyce, J.(2016). An Analysis of the Meaning and Use of Student Learning Objectives. In K. Kappler Hewitt & A. Amrein-Beardsley (Eds.), Student Growth Measures in Policy and Practice. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-53901-4_11
   Google Scholar
• Danielson, C. (2011). Evaluations that help teachers learn. Educational Leadership, 68(4), 35–39. https://doi.org/10/vol68/num04/abstract.aspx
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8, 1–1. https://doi.org/10.14507/epaa.v8n1.2000
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2004). Standards, accountability, and school reform. Teachers College Record, 106(6), 1047–1085. https://doi.org/10.1177/016146810410600602
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2014). One piece of the whole: Teacher evaluation as part of a comprehensive system for teaching and learning. American Educator, 38(1), 4.
   Google Scholar
• Darling-Hammond, L. (2015). Can Value Added Add Value to Teacher Evaluation? Educational Researcher, 44(2), 132–137. https://doi.org/10.3102/0013189X15575346
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2020). Accountability in teacher education. Action in Teacher Education, 42(1), 60–71. https://doi.org/10.1080/01626620.2019.1704464
   Google Scholar
• Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81–92. https://doi.org/10.1177/003172171109200622
   Web of Science ®Google Scholar
• Darling-Hammond, L., & Rustique-Forrester, E. (2005). The consequences of student testing for teaching and teacher quality. Teachers College Record: The Voice of Scholarship in Education, 107(14), 289–319. https://doi.org/10.1177/016146810510701411
   Google Scholar
• Darling-Hammond, L., & Wise, A. E. (1985). Beyond standardization: State standards and school improvement. The Elementary School Journal, 85(3), 315–336. https://doi.org/10.1086/461408
   Web of Science ®Google Scholar
• Dee, T. S., & Keys, B. J. (2004). Does merit pay reward good teachers? Evidence from a randomized experiment. Journal of Policy Analysis and Management, 23(3), 471–488. https://doi.org/10.1002/pam.20022
   Web of Science ®Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (2003). Strategies of qualitative inquiry (2nd ed.). SAGE Publications.
   Google Scholar
• Destler, K. N. (2016). Creating a performance culture: Incentives, climate, and organizational change. The American Review of Public Administration, 46(2), 201–225. https://doi.org/10.1177/0275074014545381
   Web of Science ®Google Scholar
• Doğan, Ö. & Ayduğ, D.(2023). Accountability and Organizational Effectiveness in Education. In A. Abdallah & A. Alkaabi (Eds.), Restructuring Leadership for School Improvement and Reform (pp. 339–357). IGI Global. https://doi.org/10.4018/978-1-6684-7818-9.ch017
   Google Scholar
• Donaldson, M. L. (2016). Teacher Evaluation Reform: Focus, Feedback, and Fear. Educational Leadership, 73(8), 72–76.
   Web of Science ®Google Scholar
• Donaldson, M. L., & Woulfin, S. (2018). From tinkering to going “Rogue”: How principals use agency when enacting new teacher evaluation systems. Educational Evaluation and Policy Analysis, 40(4), 531–556. https://doi.org/10.3102/0162373718784205
   Web of Science ®Google Scholar
• Downey, M. (2016). Survey of Georgia teachers reveals ‘a workforce that feels devalued and constantly under pressure. Atlanta Journal Constitution. http://getschooled.blog.myajc.com/2016/01/06/survey-of-georgia-teachers-reveals-a-workforce-that-feels-devalued-and-constantly-under-pressure
   Google Scholar
• Elmore, R. F., & Burney, D. (1997). Investing in teacher learning: Staff development and instructional improvement in Community School District. National Commission on Teaching & America’s Future, Teachers College. https://eric.ed.gov/?id=ED416203
   Google Scholar
• Emirates School Establishment. (2022). About Us | Emirates Schools Establishment. https://www.ese.gov.ae/about
   Google Scholar
• FAHR. (2023). About Bayanati | Bayanati—HR Management System for Federal Government. https://www.fahr.gov.ae/bayanati/portal/en/introduction.aspx
   Google Scholar
• Farah, S., & Ridge, N. (2009). Challenges to curriculum development in the UAE. Dubai School of Government.
   Google Scholar
• Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393–405. https://doi.org/10.1177/002248702237394
   Web of Science ®Google Scholar
• Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Taylor & Francis Group. http://ebookcentral.proquest.com/lib/uaeu-ebooks/detail.action?docID=234239
   Google Scholar
• Firestone, W. A., & Donaldson, M. L. (2019). Teacher evaluation as data use: What recent research suggests. Educational Assessment, Evaluation and Accountability, 31(3), 289–314. https://doi.org/10.1007/s11092-019-09300-z
   Web of Science ®Google Scholar
• Gaad, E., Arif, M., & Scott, F. (2006). Systems analysis of the UAE education system. International Journal of Educational Management, 20(4), 291–303. https://doi.org/10.1108/09513540610665405
   Google Scholar
• Gagnon, D. (2016). ESSA and rural teachers: New roads ahead? Phi Delta Kappan, 97(8), 47–49. https://doi.org/10.1177/0031721716647019
   Web of Science ®Google Scholar
• Gallagher, K. (2019). Education in the United Arab Emirates. Springer.
   Google Scholar
• Gill, B., Bruch, J., & Booker, K. (2013). Using alternative student growth measures for Evaluating teacher performance: What the literature says. REL 2013-002. In Regional Educational Laboratory Mid-Atlantic. Regional Educational Laboratory Mid-Atlantic. https://eric.ed.gov/?id=ED544205
   Google Scholar
• Glesne, C. (1999). Becoming qualitative researchers: An introduction. Longman.
   Google Scholar
• Goe, L., Alkaabi, A. K., & Tannenbaum, R. J. (2020). Listening to and supporting teachers in the United Arab Emirates: Promoting Educational success for the nation. ETS Research Report Series, 2020(1), 1–18. https://doi.org/10.1002/ets2.12289
   Google Scholar
• González, J. M., & Darling-Hammond, L. (1997). New concepts for new challenges: Professional development for teachers of immigrant youth. Center for Applied Linguistics ; Delta Systems Co.
   Google Scholar
• Halverson, R. R., & Clifford, M. A. (2006). Evaluation in the wild: A distributed cognition perspective on teacher assessment. Educational Administration Quarterly, 42(4), 578–619. https://doi.org/10.1177/0013161X05285986
   Web of Science ®Google Scholar
• Halverson, R., Kelley, C., & Kimball, S. (2004). Implementing teacher evaluation systems: How principals make sense of complex artifacts to shape local instructional practice. Educational Administration, Policy, and Reform: Research and Measurement, 153–188.
   Google Scholar
• Hammad, W., & Hallinger, P. (2017). A systematic review of conceptual models and methods used in research on educational leadership and management in Arab societies. School Leadership & Management, 37(5), 434–456. https://doi.org/10.1080/13632434.2017.1366441
   Web of Science ®Google Scholar
• Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267–271. https://doi.org/10.1257/aer.100.2.267
   Web of Science ®Google Scholar
• Hardono, H., Haryono, H., & Yusuf, A. (2017). Principal Leadership, academic supervision, and work motivation in improving teacher performance. Educational Management, 6(1), 11–19.
   Google Scholar
• Harris, D. N., Ingle, W. K., & Rutledge, S. A. (2014). How teacher evaluation methods matter for accountability: A comparative analysis of teacher effectiveness ratings by principals and teacher value-added measures. American Educational Research Journal, 51(1), 73–112. https://doi.org/10.3102/0002831213517130
   Web of Science ®Google Scholar
• Ibrahim, A. S. (2012). Induction and mentoring of novice teachers: A scheme for the United Arab Emirates. Teacher Development, 16(2), 235–253. https://doi.org/10.1080/13664530.2012.688676
   Google Scholar
• Ibrahim, A., Alhosani, N., & Vaughan, T. (2020). Impact of language and curriculum on student international exam performances in the United Arab Emirates. Cogent Education, 7(1), 1808284. https://doi.org/10.1080/2331186X.2020.1808284
   Web of Science ®Google Scholar
• Isoré, M. (2009). Teacher Evaluation: Current Practices in OECD Countries and a Literature Review. http://repositorio.minedu.gob.pe/handle/20.500.12799/2541
   Google Scholar
• Joseph, L. M., Kastein, L. A., Konrad, M., Chan, P. E., Peters, M. T., & Ressa, V. A. (2014). Collecting and documenting evidence: Methods for helping teachers improve instruction and promote academic success. Intervention in School and Clinic, 50(2), 86–95. https://doi.org/10.1177/1053451214536043
   Web of Science ®Google Scholar
• Kamel, S. (2014). Education in the Middle East: Challenges and opportunities. In N. Azoury (Eds), Business and education in the Middle East (pp. 99–130). Palgrave Macmillan UK. https://doi.org/10.1057/9781137396969_9
   Google Scholar
• Kawasaki, J., Quartz, K. H., & Martinez, J. F. (2020). Using multiple measures of teaching quality to strengthen teacher preparation. Education Policy Analysis Archives, 28, 128–128. https://doi.org/10.14507/epaa.28.5011
   Google Scholar
• Kim, S. J., & Mikiewicz, P. (2021). Merit pay, case-by-case: Variables affecting student achievement, teacher retention, and the problem of standardized tests. Cogent Education, 8(1), 1920560. https://doi.org/10.1080/2331186X.2021.1920560
   Web of Science ®Google Scholar
• Kim, J., & Youngs, P. (2016). Promoting instructional improvement or resistance? A comparative study of teachers’ perceptions of teacher evaluation policy in Korea and the USA. Compare: A Journal of Comparative and International Education, 46(5), 723–744. https://doi.org/10.1080/03057925.2015.1057478
   Web of Science ®Google Scholar
• Kraft, M. A., & Gilmour, A. F. (2016). Can principals promote teacher development as evaluators? A case study of principals’ views and experiences. Educational Administration Quarterly, 52(5), 711–753. https://doi.org/10.1177/0013161X16653445
   PubMed Web of Science ®Google Scholar
• Lenhoff, S. W., Pogodzinski, B., Mayrowetz, D., Superfine, B. M., & Umpstead, R. R. (2017). District stressors and teacher evaluation ratings. Journal of Educational Administration, 56(2). https://doi.org/10.1108/JEA-06-2017-0065
   Google Scholar
• Levinson, M. (2011). Democracy, accountability, and education. Theory & Research in Education, 9(2), 125–144. https://doi.org/10.1177/1477878511409622
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. sage.
   Google Scholar
• Lingenfelter, P. E. (2003). Educational accountability: Setting standards, improving performance. Change: The Magazine of Higher Learning, 35(2), 18–23. https://doi.org/10.1080/00091380309604089
   Google Scholar
• Lipsky, M. (2010). Street-level bureaucracy: Dilemmas of the individual in public service. Russell Sage Foundation.
   Google Scholar
• Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Higher Education, 9(3), 3351–33514.
   Google Scholar
• Marquez, J., Lambert, L., Ridge, N. Y., & Walker, S. (2022). The PISA performance gap between national and expatriate students in the United Arab Emirates. Journal of Research in International Education, 24(1), 22–45. https://doi.org/10.1177/14752409221090440
   Google Scholar
• Martell, C. C. (2016). Teaching emerging teacher-researchers: Examining a district-based professional development course. Teaching Education, 27(1), 88–102. https://doi.org/10.1080/10476210.2015.1042855
   Web of Science ®Google Scholar
• Matsumoto, A. (2019). Literature Review on Education reform in the UAE. International Journal of Educational Reform, 28(1), 4–23. https://doi.org/10.1177/1056787918824188
   Google Scholar
• McKnight, K., Yarbro, J., Graybeal, L., & Graybeal, J. (2016). United Arab Emirates: What makes an effective teacher?. Pearson.
   Google Scholar
• Mercer, J. (2007). Challenging appraisal orthodoxies: Teacher evaluation and professional development in the United Arab Emirates. Journal of Personnel Evaluation in Education, 18(4), 273. https://doi.org/10.1007/s11092-007-9024-9
   Google Scholar
• Merriam, S. B. (1998). Qualitative research and case study applications in Education revised and expanded from case study research in Education (2nd edition ed.). Joseey-Bass.
   Google Scholar
• Ministry of Education. (2022). Open Data: Teacher Distribution by Ring and Educational District Public Schools. https://www.moe.gov.ae/En/OpenData/pages/home.aspx
   Google Scholar
• Mireles-Rios, R., & Becchio, J. A. (2018). The evaluation process, Administrator feedback, and teacher self-efficacy. Journal of School Leadership, 28(4), 462–488. https://doi.org/10.1177/105268461802800402
   Google Scholar
• MoCa, U. A. E. (2019). Government Performance. https://www.moca.gov.ae/en/area-of-focus/government-performance
   Google Scholar
• Mohebi, L., & ElSayary, A. (2022). Evaluating preservice teachers’ performance in a blended field experience course during the quarantine of COVID-19. Journal of Educators Online. 19(3). https://zuscholars.zu.ac.ae/works/5434/
   Google Scholar
• Moran, R. M. (2017). The impact of a high stakes teacher evaluation system: Educator perspectives on accountability. Educational Studies, 53(2), 178–193. https://doi.org/10.1080/00131946.2017.1283319
   Web of Science ®Google Scholar
• Morgan, C., & Ibrahim, A. (2020). Configuring the low performing user: PISA, TIMSS and the United Arab Emirates. Journal of Education Policy, 35(6), 812–835. https://doi.org/10.1080/02680939.2019.1635273
   Web of Science ®Google Scholar
• NCTQ. (2019). NCTQ state of the States 2019: Teacher and principal evaluation Policy. National Council on Teacher Quality. https://www.nctq.org/pages/State-of-the-States-2019:-Teacher-and-Principal-Evaluation-Policy
   Google Scholar
• Neumerski, C. M., Grissom, J. A., Goldring, E., Drake, T. A., Rubin, M., Cannata, M., & Schuermann, P. (2018). Restructuring instructional leadership: How multiple-measure teacher evaluation systems are redefining the role of the school principal. The Elementary School Journal, 119(2), 270–297. https://doi.org/10.1086/700597
   Web of Science ®Google Scholar
• Nyamubi, G. J. (2017). Determinants of Secondary School Teachers’ Job Satisfaction in Tanzania. Education Research International, 2017, 1–7. https://doi.org/10.1155/2017/7282614
   Google Scholar
• OECD. (2021). PISA 2018 assessment and analytical framework. https://doi.org/10.1787/b25efab8-en
   Google Scholar
• Oplatka, I., & Arar, K. (2017). The research on educational leadership and management in the Arab world since the 1990s: A systematic review. Review of Education, 5(3), 267–307. https://doi.org/10.1002/rev3.3095
   Web of Science ®Google Scholar
• Park, S. (2006). Teachers’ perceptions on the teacher evaluation in the organizational context. Journal of Elementary Education, 19(1), 261–291.
   Google Scholar
• Pataki, G. (n.d.). Working paper a Review of advanced teacher professional development models in public schools. UNESCO and Regional Center for Educational Planning. https://rcepunesco.ae/en/KnowledgeCorner/ReportsandStudies/ReportsandStudies/A%20Review%20of%20Advanced%20Teacher%20Professional%20Development%20Models%20in%20Public%20Schools.pdf
   Google Scholar
• Patton, M. Q. (2002). Qualitative research & evaluation methods. SAGE.
   Google Scholar
• Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
   Google Scholar
• Popham, W. J. (2013). On serving two Masters: Formative and summative teacher evaluation. Principal Leadership, 13(7), 18–22.
   Google Scholar
• Robertson-Kraft, C., & Zhang, R. S. (2018). Keeping great teachers: A case study on the Impact and implementation of a Pilot teacher evaluation system. Educational Policy, 32(3), 363–394. https://doi.org/10.1177/0895904816637685
   Web of Science ®Google Scholar
• Rubin, H. J., & Rubin, I. S. (2016). Qualitative interviewing: The art of hearing data. sage. https://books.google.com/books?hl=en&lr=&id=bgekGK_xpYsC&oi=fnd&pg=PP1&dq=Rubin,+H.+J.,+%26+Rubin,+I.+S.+(2016).+Qualitative+interviewing:+The+art+of+hearing+data.+Sage.+&ots=tJcCkLr5Sf&sig=jJ_iBte3GFJLutWJXp6PktQD9dA
   Google Scholar
• Sartain, L., Stoelinga, S. R., & Brown, E. R. (2011). Rethinking teacher evaluation in Chicago: Lessons learned from classroom observations, Principal-Teacher Conferences, and District Implementation. Research Report. ERIC. https://eric.ed.gov/?id=ED527619
   Google Scholar
• Schultz, B. D. (2017). Teaching in the cracks: Openings and opportunities for student-centered, action-Focused Curriculum. Teachers College Press.
   Google Scholar
• Seale, C. (1999). The quality of qualitative research. Introducing qualitative methods. Sage.
   Google Scholar
• Seidman, I. (2012). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.
   Google Scholar
• Seitz, H. (2008). The power of documentation in the early childhood classroom. YC Young Children, 63(2), 88–93. https://doi.org/10.1007/s10643-008-0242-7
   Google Scholar
• Shikalepo, E. E. (2020). The role of motivational theories in shaping teacher motivation and performance: A Review of related literature. International Journal of Research and Innovation in Social Science, 4. https://www.researchgate.net/profile/Elock-Shikalepo/publication/340923164_The_Role_of_Motivational_Theories_in_Shaping_Teacher_Motivation_and_Performance_A_Review_of_Related_Literature/links/5ea447a0299bf112560ca429/The-Role-of-Motivational-Theories-in-Shaping-Teacher-Motivation-and-Performance-A-Review-of-Related-Literature.pdf
   Google Scholar
• Springer, M. G. (2009). Rethinking teacher compensation policies: Why now, why again?. Brookings Institution Press.
   Google Scholar
• Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. https://doi.org/10.3102/0162373715609687
   Web of Science ®Google Scholar
• Steiner, L. (2010). Using competency-based evaluation to drive teacher excellence: Lessons from Singapore. Building an opportunity culture for America’s teachers. In Public impact. Public Impact. https://eric.ed.gov/?id=ED539994
   Google Scholar
• Stephenson, L., Dada, R., & Harold, B. (2012). Challenging the traditional idea of leadership in UAE schools. On the Horizon, 20(1), 54–63. https://doi.org/10.1108/10748121211202071
   Google Scholar
• Stronge, J. H. (1995). Balancing individual and institutional goals in Educational personnel evaluation: A conceptual framework. Studies in Educational Evaluation, 21(2), 131–151. https://doi.org/10.1016/0191-491X(95)00010-R
   Google Scholar
• Stronge, J. H. (2005). Evaluating teaching: A guide to current thinking and best practice. Corwin Press.
   Google Scholar
• Thompson, C. S., & Samuels-Lee, L. (2020). Jamaican teachers’ perspectives on the desirability of performance-based payment: Lessons for education policy makers and school administrators. 27(2), 63–83.
   Google Scholar
• Tobiason, G. (2019). Countering expert uncertainty: Rhetorical strategies from the case of value-added modeling in teacher evaluation. Minerva, 57(1), 109–126. https://doi.org/10.1007/s11024-018-9359-z
   Web of Science ®Google Scholar
• Tucker, P. D., & Stronge, J. H. (2005). Linking teacher evaluation and student learning. ASCD.
   Google Scholar
• UAE Cabinet. (2023). https://uaecabinet.ae/en/details/news/the-uae-cabinet-approves-aed514-billion-federal-budget-for-2018
   Google Scholar
• UAE Vision 2021. (2018). First-rate Education System. Default. https://www.vision2021.ae/en/national-agenda-2021/list/first-rate-circle
   Google Scholar
• Warren, A. N., & Ward, N. A. (2019). “It didn’t make me a better teacher”: Inservice teacher constructions of dilemmas in high-stakes teacher evaluation. School Effectiveness and School Improvement, 30(4), 531–548. https://doi.org/10.1080/09243453.2019.1619185
   Web of Science ®Google Scholar
• Waxin, M.-F., & Bateman, R. (2016). Human Resource Management in the United Arab Emirates. https://dspace.aus.edu/xmlui/handle/11073/16345
   Google Scholar
• Weiss, C. H. (1998). Evaluation: Methods for studying programs and policies. Prentice Hall.
   Google Scholar
• Yin, R. K. (2014). Case study research: Design and methods (5th ed.). SAGE Publications.
   Google Scholar
• Younies, H., Barhem, B., & Younis, M. Z. (2008). Ranking of priorities in employees’ reward and recognition schemes: From the perspective of UAE health care employees. The International Journal of Health Planning and Management, 23(4), 357–371. https://doi.org/10.1002/hpm.912
   PubMed Web of Science ®Google Scholar
• Zepeda, S. J., Alkaabi, A. M., & Tavernier, M. D. (2020). Leadership and supervision. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.617
   Google Scholar
• Zepeda, S. J., & Ponticell, J. A. (1998). At cross-purposes: What do teachers need, want, and get from supervision? Journal of Curriculum and Supervision, 14(1), 68.
   Google Scholar