Modelling Professional Performance of Teachers' Scales in Libyan Schools

Abstract

The aim of the current study was to develop a conceptual framework on Libyan teachers' professional performance. The study was carried among Libyan primary and secondary school teachers of English in Zawiya, in the west Region of Libya. The study adopted a survey that measured teachers' teaching skills, management skills, discipline and regularity, interpersonal, and professional development. A confirmatory factor analysis (CFA) was used for analysing the data through AMOS software. The results of the study showed that the proposed model is feasible and statistically valid in measuring teachers' professional performance. The findings of this study not only shed some light in the Libyan teachers' performance but it also can be used as an evaluation instrument by the school administrators in identifying and improving developmental needs.