Performance Appraisal of Aarong

The purpose of this study was to identify the staff performance appraisal’s skills mastered by school principals. Moreover, this study sought to specify the errors distorting school staff’s performance appraisal and to determine the dominant approach (traditional or modern) of school staff’s performance appraisal. For this purpose, an extensive review of the literature of performance appraisal was conducted which constituted the base for the generation of a survey instrument consisting of three sections: Section A requested teachers to determine to what extent the school principals perform the required skills in staff’s performance appraisal, section B requested respondents to identify the factors that negatively influence the staff’s performance appraisal process in schools and section C requested them to determine to what extent the schools use the modern employees’ performance appraisal approach. The questionnaire was sent to 60 private schools. The total sample consisted of 316 teachers located in Beirut, Lebanon. SPSS 21.0 was utilized to analyze data. The image provided by teachers about mastering performance appraisal’s skills by school principals is relatively dark. The results of this study identify the errors distorting school staff’s performance appraisal and assure that the traditional staff performance appraisal approach is dominant at schools. Limitations of the study are mentioned and suggestions for future research are presented. Finally, the study offers recommendations to help principals enhancing their knowledge, attitudes and practices in performance appraisal and to develop a modern and effective appraisal approach at schools.

Bulletin of the American Schools of Oriental Research, 2021

International Journal for Numerical Methods in Engineering, 2009

Neoplatonism and the Arts, ed G. Zavota (forthcoming)