Principal Engagement in the Teacher Evaluation Process in Remote Schools: A Narrative Inquiry of Language Teachers

Authors

  • Ahmed Mohammed Alkaabi

    Foundations of Education Department, United Arab Emirates University, Al Ain, Abu Dhabi 15551, United Arab Emirates
  • Asma Khaleel Abdallah

    Sharjah Education Academy, Sharjah 00000, United Arab Emirates
  • Rasha Abdallah

    Foundations of Education Department, United Arab Emirates University, Al Ain, Abu Dhabi 15551, United Arab Emirates
  • Maram Al Hasan

    Foundations of Education Department, United Arab Emirates University, Al Ain, Abu Dhabi 15551, United Arab Emirates
  • Ameirah Mohamed

    United Arab Emirates University 

DOI:

https://doi.org/10.30564/fls.v7i3.8502
Received: 20 January 2025 | Revised: 17 February 2025 | Accepted: 20 February 2025 | Published Online: 1 March 2025

Abstract

States and districts mandate teacher evaluation systems in schools. However, research indicates that compliance with the law alone does not assure quality performance in evaluations. In addition, not all schools across different districts—urban and remote—perform at the same level or quality. This research paper offers a subjective view of six Arabic and English language teachers working in remote schools by examining their experiences with school principals in their capacities as evaluators in the teacher evaluation process. It further investigates how evaluation outcomes influence teacher retention, morale, and instructional growth. It also explores the factors that make principals effective evaluators. Narrative inquiry was utilized as the research methodology in which teachers’ stories were used to uncover their values and expectations regarding their principals’ involvement. All data were obtained through interviews and school documents and were analyzed individually and then collectively, using narrative analysis techniques and coding strategies. Additionally, the study highlights the necessity for structured professional development to enhance principals’ evaluation effectiveness. In their counter-stories, teachers unveiled the extent of principals’ engagement throughout the process, portraying them as either entirely absent or unserviceably present. They provided a list of practical actions necessary for principals to serve as instructional leaders and evaluators in the 21st century. Implications for research and practice are discussed.

Keywords:

Instructional Leadership; Language Teachers; Narrative Inquiry; Principal Engagement; Remote Schools; Teacher Evaluation

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How to Cite

Alkaabi, A. M., Abdallah, A. K., Abdallah, R., Al Hasan, M., & Mohamed , A. (2025). Principal Engagement in the Teacher Evaluation Process in Remote Schools: A Narrative Inquiry of Language Teachers. Forum for Linguistic Studies, 7(3), 209–230. https://doi.org/10.30564/fls.v7i3.8502

Issue

Vol. 7 , Iss. 3 (March 2025): In Progress

Article Type

Article (This article belongs to the Topical Collection "Language Teacher Training in Rural Environments")

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Copyright © 2025 Ahmed Mohammed Alkaabi, Asma Khaleel Abdallah, Rasha Abdallah, Maram Al Hasan, Ameirah Mohamed

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.