Evaluating Chemistry Teachers Within the Context of Teacher Characteristics

Abstract

There are several characteristics arising from the role that education and training activities impose on teachers. That teachers have different characteristics stems from the fact that the teaching role has a multi-dimensional behavior pattern. Therefore, teacher characteristics are being researched in various fields of science and various subjects. One of these domains is about the characteristics of chemistry teachers. Teacher characteristics are decisive for both effective education and educational improvement. Therefore, it is important to analyze the characteristics of chemistry teachers within a systematic approach. The aim of this study is to try to propose a multi-criteria model for the analysis of characteristics of chemistry teachers and their evaluation in the context of teacher characteristics. With the multi-criteria decision-making model proposed in the study, a 9th grade chemistry teacher was evaluated in detail and holistically. The proposed model allowed the evaluation of teacher characteristics on the basis of cognitive, affective and psychomotor dimensions. In this study, the level of the roles of each of teacher characteristics in evaluating the effectiveness of chemistry education was also determined. Furthermore, the competence level of the chemistry teacher in this study was determined based on each characteristic.