The impact of online teaching on teachers’ evaluation during the pandemic

Abstract

This study examines the impact of the pandemic on teacher evaluation and explores challenges and opportunities for improving evaluation practices in online teaching contexts. Although teacher evaluation is recognized as a critical mechanism for professional growth and instructional improvement, the shift to remote learning created significant disruptions. The existing literature indicates that evaluation systems often struggle to adapt to online settings, yet empirical evidence on this issue remains limited. To address this gap, a quantitative study was conducted with 312 participants, including 240 teachers and 72 school leaders, who completed the Teacher Evaluation Profile adapted for online teaching. Findings reveal that evaluations during this period were conducted at average levels, with greater reliance on self-assessment, student achievement, and review of teaching materials. School leaders reported difficulties in adapting to new evaluation procedures, indicating a lack of structured frameworks suited to digital teaching environments. The study underscores the need for more systematic, professionally managed evaluation practices that integrate diverse data sources, enhance teacher professionalism, and support the effectiveness of teaching in changing instructional contexts. These results carry implications for policymakers and school administrators seeking to refine evaluation systems to ensure resilience and relevance in both traditional and online education.

Keywords:  academic publishing; faculty development; manuscript preparation; research design; scholarly writing.