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PROSPECTS OF CREATING THE REFLECTIVE TEACHER 
FOR CONTINUING PROFESSIONAL DEVELOPMENT (CPD) 

 
Yousra Ali Aghanimi1, Fawzia Mohamed Elwafi2, & Fahima Mohamed Bannur3* 

1,3 University of Tripoli, Tripoli, Libya 
2 University of Alhadera, Tripoli, Libya 

f_mohb@yahoo.com* 
 

 

ABSTRACT 

Teacher self-evaluation is an important dimension in the overall evaluation activities in 
educational programs. However, this dimension is often overlooked and not given its rightful 
share of importance in the Libyan context. Teacher self-evaluation is neither included in 
teacher training programs nor is considered a basic requirement from teachers as they 
develop in their careers. Hence, this research aimed at drawing attention to teacher self-
evaluation as an essential tool in continuing professional development. The significance and 
value of teacher self-evaluation as a core element in continuing professional development 
requires that self-evaluation proceed with all other forms of evaluation. To support the claim 
that teacher self-evaluation is a missing element in the area of investigation, the researchers 
adopted a quantitative study where a questionnaire was administered and a sample of 86 
Libyan teachers was chosen randomly from eleven schools.  The results of the study showed 
that while many teachers perform some sort of self-reflection about their teaching, they do 
not recognize self-evaluation as a basic requirement in developing their career. When the 
effectiveness of teacher self-evaluation was probed in contrast to external evaluation, most 
teachers agreed that teacher self-evaluation could play a far more vital role in continuing 
professional development. 

Keywords: Continuing Professional Development, External Evaluation, Self-Evaluation 

 

INTRODUCTION 

A teacher is traditionally viewed as someone responsible for transmitting sort of 
knowledge to learners. Generally speaking, a teacher is seldom viewed as a learner. However, 
the learning process never stops for teachers especially for those who are eager to be 
creative in the teaching domain.  Development demands constant updating and coping with 
the new trends in the ever-changing field of education (Kaso et al., 2021).  A teacher is indeed 
a learner; a learner in a vast field whose concern is not only seeking the knowledge of the 
specialized field but more importantly it is concerned with learning to teach.  

Continuous development can be guaranteed by different procedures of which 
evaluation is a basic requirement. Teacher evaluation is traditionally performed by external 
bodies in the form of periodic visits in which teachers are observed and judged. However, 
evaluation can also be internal. This occurs when evaluation is undertaken by the teachers 

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themselves or by their peers and students. The Libyan educational programs lack adequate 
evaluation activities. Evaluation through current inspection performed by external bodies is 
limited and insufficient for teacher development. Teacher self-evaluation as another 
supporting source of evaluation is almost non-existent in the Libyan schools and teacher 
training programs. Recently, teacher self-evaluation attracted scholars' attention where it is 
considered a valuable part of teachers’ professional development. 

Self-evaluation refers to the process where teachers collect information about their 
classroom teaching and classroom management to make judgments about the effectiveness 
of their performance. It is a form of evaluation undertaken by the teacher for professional 
development. On basis of these judgments, future decisions and plans are made.  Teacher 
self-evaluation is considered an immediate and practical method for promoting the use of 
more effective teaching (Bullard, 1998; Kilbourn, 1991; cited in Keller et al. 2005 and Stronge 
2005).  

Teacher self-evaluation has a fundamental role in the teacher's professional, 
experience and academic development. First, it can be seen as the main measuring tool for 
evaluating teachers’ efficiency and professionalism. The teacher's monitoring of his or her 
work, knowledge, skills and attitudes is the foundation on which improvement can proceed. 
Second, it promotes a self-directed teacher as it is believed by (Wilcox et al. 1998, cited in 
Koutsolis, 2007) that teachers’ self-evaluation will enhance teacher autonomy where teachers 

become responsible for the continuing improvement of instruction. Raising the awareness of 
teachers to the importance of self-evaluation in developing their career and making them 
realize that achieving development should stem first from the teacher's side, would be a 
basic step towards developing a self-directed teacher. Third, it is a shift towards formative 
evaluation (process evaluation). Teachers are evaluated for two main purposes described as 
either formative or summative.  The formative evaluation consists of evaluation practices 
meant to shape, form, or improve teachers' performances. In contrast, summative evaluation 
aims at providing summary judgments of teachers for purposes such as promotion, 
employment, rewarding or employment termination. General evaluation practices typically 
target summative purposes rather than formative purposes. Rea-Dickins & Germaine 
(1992:37)  state that using observation for promotion purposes is extremely limiting and 
draws attention to the importance of  “…formative value of classroom observation where the 
feedback from the evaluation will be used to further develop or improve an aspect of 
classroom or teacher self-development.”  Formative evaluation does not only depend on 
outside personnel, but it should also involve teachers, where a more participant-oriented 
evaluation is significant in raising teachers' awareness and a key feature of the teacher 
development process. Fourth, it is an aid of following up change and new trends.  Change is 
one main characteristic of the field of education. New visions are constantly introduced with 
new strategies and equipment. Teachers need to update their knowledge base concerning 
both knowledge of the subject matter and knowledge of teaching strategies. Teacher self-
evaluation could provide the teacher with the chance to measure and compare his or her 
capacity and resources with the recent trends in education. 

External inspection is currently the most common tool for evaluating teachers. 
However, the limitation of external evaluation systems and the lack of adequate and regular 

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communication between inspectors and teachers have weakened the contribution of 
inspectors in responding to the teachers' need for consultation and improvement. Teachers, 
apart from some quantitative remarks, do not get detailed feedback about their performance. 
Therefore, according to Neil & Morgan ( 2003: 196) “…inspection is summative with 
judgments made using standardized criteria for accountability purposes”, and for (Hopkins 
et al. 1999  cited in Koutsoulis, 2007:340) “…the occasional character of teacher inspection 
does not contribute to the improvement of the quality of the education.”   Therefore, teacher 
self-evaluation might serve as good means to overcome the shortcomings of a traditional 
evaluation carried out through external sources. This argument does not imply that external 
evaluation is to be ignored. The importance of an outside experienced eye that could uncover 
things that could not be seen by the teachers cannot be dispensed with.  Horne & Pierce 
(2013) suggest that self-evaluation should come as a step before external evaluation. This 
step could help in identifying possible areas of focus and provide evidence to assist in the 
evaluation process. Besides, self-confidence independence, creativity, and self-reliance are all 
facilitated when self-criticism and self-evaluation are basic and evaluation by others is of 
secondary importance. 

Teacher self-evaluation is often confronted with questions such as: how reliable is 
personal judgment? How objective is it? Could teachers' ratings of themselves correspond to 
the inspectors' ratings? Are the criteria of good teaching well known to the teacher? The 
main criticism of self-evaluation stems from a claim that teachers are not capable of 
assessing themselves objectively. As a result, it is claimed that teachers tend to under-mark 
or over-mark themselves when compared with inspectors' evaluation.  

Buchanan & Jackson (1998) and Kagan & Tippens (1991 cited in Keller et al. 2005) 
have discussed the value of using self-evaluation techniques which included attention to the 
accuracy in collecting specific data on one's teaching as well as using this data to make 
decisions. It was found that initial attempts at self-evaluation do not correspond with 
external evaluation. Self-evaluation tend to be more positive than supervisors' ratings. 
However, we must bear in mind that self-evaluation is a complex task that requires the 
training and support of professional evaluators. Most teacher education programs do not 
include such activities. The following studies show that intervention programs in self-
evaluation lead to more realistic and objective results.  

The study that was conducted by Keller et al. (2005) was an attempt to show that 
when teachers are trained to look for specific data and devise proper techniques to measure 
a specific behaviour, they might improve their ability to judge themselves.  To prove this 
hypothesis, the researchers experimented on three trainee teachers to examine the effects 
of a self-evaluation intervention on the instructional behaviour of these teachers. The 
researchers used video-based teacher self-evaluation. The specific target for evaluation was 
"using specific social praise in the classroom". In the experiment, the student teachers were 
asked to measure the amount of praise they use in the classroom before and after an 
intervention program. The intervention was in the form of giving interns individual training 
sessions. All three interns immediately increased their use of the targeted behaviour 
(specific social praise) when the intervention was implemented. 

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Wright et al. (2012) conducted an experiment that aimed to show the effect of 
immediate or delayed video-based teacher self-evaluation on teachers' use of praise.  They 
presented 51 teachers with a self-evaluation package, which included observation skills 
training, self-monitoring, and goal-setting.  The results showed that the evaluation package 
significantly increased the amount of teachers' general praise and the intervention affected 
the teachers' performance. Therefore, answering the question of how reliable self-evaluation 
could be is a matter that is highly dependent on training. For a teacher to possess the ability 
of self-assessment, the teacher must satisfy a basic background of knowledge or experience 
that forms the base for further improvement.  

As research on Libyan EFL teachers self -evaluation can be considered scarce since 
most of the conducted research is concerned with other aspects related to the teaching 
process, the researchers intended to investigate this domain due to its essential role in 
qualifying teachers and developing their teaching capabilities.  

The research specifically seeks to answer two questions. First, does teacher self-
evaluation exist in the Libyan education programs? Second, do Libyan teachers use self-
evaluation procedures in their teaching to develop their career? The research aims to draw 
attention to the importance of teacher self-evaluation in continuing the professional 
development of teachers.  It also aims to show that teacher self-evaluation does not 
constitute a part of the evaluation process in the current Libyan educational program and it 
is not recognized by both the Libyan schools and teachers as a vital requirement of 
professional development. 

METHODS 

To testify the claim that teacher self-evaluation is neither included in the teacher 
training program nor is formally recognized by schools and teachers in the Libyan context, 
the researchers designed a questionnaire that consists of eight questions to probe teachers’ 
views about the study theme. The survey covered 11 schools in the Tajoura area (eastern 
part of Tripoli) and involved 86 Libyan teachers aged between 22-40 years. They were 
picked randomly from 5 elementary, 3 preparatory and 3 secondary schools.  The teachers 
were 25 males and 61 females. They were of different specializations (Mathematics, English, 
History, Biology, Physics, and Physical Education) and different experiences (ranged from 
beginners to teachers of over 15 years of experience). The questionnaire was piloted to test 
its validity and reliability before it was used to collect the required data. Quantitative data 
were collected, classified, organized and then analyzed using the Microsoft Excell program. 
Moreover, while administering the questionnaire, the researchers had valuable discussions 
with the teachers who participated in the survey. These discussions provided another source 
of information that concerned the availability of training courses, relationship with 
inspectors, criteria of good teaching, availability of adequate resources and student 
feedback. The content of these discussions is laid out in the discussion below. The results of 
the questionnaire are listed in tables (1&2) and figures (1&2) below. Because the educational 
system in Tajoura is officially part of the central system in Tripoli, the researchers expect 

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that the results might be applied and generalized to many schools in Tripoli as well as Libyan 
schools.  
 
RESULTS  

Data obtained from the questionnaire are summarized as follows: 
 

Table 1. Teachers' responses about teacher self-evaluation theme(questionnaire items 1-7) 

*N.A. refers to unanswered questions 

 Further, teachers’ views about questionnaire items 1-7 are presented in figure(1): 

  

Responses 
Always Sometimes Rarely Never NA* 

No. % No. % No % No %  
Does the school introduce 
teachers to self-evaluation 
techniques? 

13 15.1 27 31.3 9 10.4 37 43  

Do teacher training courses 
include sections for self-
evaluation? 

5 5.8 15 17.4 13 15.1 51 59.3 2 

Are high quality teaching criteria 
well-known to the teacher? 

37 43 35 40.6 6 6.9 4 4.6 4 

Do you reflect on your 
performance after lessons? 

66 76.7 15 17.4 2 2.3 3 3.4  

Do you use self-evaluation 
procedures periodically? 

7 8.1 28 32.5 17 19.7 32 37.2 2 

Do you ask peers to observe and 
evaluate your performance? 

10 11.6 34 39.5 12 13.9 30 34.8  

Do you ask your students their 
feedback about your 
performance? 

33 38.3 31 36 12 13.9 10 11.6  

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Figure 1. Teachers’ responses about teacher self-evaluation (questionnaire items 1-7) 

 
 

 

Table 2. Teachers' responses about self-evaluation effectiveness ( questionnaire item 8) 

Figure 2 displays the percentages of the teachers’ views about whether self-evaluation is 
more effective than inspectors’ evaluation. 

 

0

10

20

30

40

50

60

70
Questionnaire  Results, items 1-7

Always Sometimes Rarely Never

Responses 
Strongly 
agree 

Agree disagree Strongly 
disagree 

No. % No. % No % No % 
8. Do you believe self-evaluation is 
more effective for teacher 
development than inspectors' 
evaluation? 

67 77.9 16 18.6 2 2.3 1 1.1 

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Figure 2. Teachers’ perception about self-evaluation effectiveness (questionnaire item 8) 

 

DISCUSSION  
 The questionnaire results illustrated in the table (1), (items 1-7) and figure (1), 

support the research claim that the schools of the area under investigation lack adequate 
teacher self-evaluation activities. This is shown in the answers to question 1, Does the school 
introduce teachers to self-evaluation techniques?, where 37 teachers ( 34% )  say that the 
school does not introduce the self-evaluation concept altogether so needless to say they 
further present them with self-evaluation techniques. Some of the teachers, whose answers 
were "always or sometimes", said that self-evaluation is introduced as an optional activity 
and was not an obligatory requirement. It is understood that while self-evaluation is desired 
by some schools, it is often considered marginal. The schools depend entirely on the limited 
and occasional visits of inspectors which do not respond to the needs of the teachers for 
development. Therefore, in line with the assertions of Goddard and Emerson (1995), the 
need to raise the awareness of the school and the teachers of the importance of teacher self-
evaluation in creating the autonomous teacher persists.  

Teacher self-evaluation, like all the other elements of teaching, needs training. 
Buchanan & Jackson (1998) found that initial attempts at self-evaluation do not correspond 
with objective, external evaluation. However, Keller et al. (2005) assert that intervention 
training programs could lead to more accurate self-evaluation rates. Therefore, it was 
necessary to question the participants about the availability of such training programs. 
Answering question 2, Do teacher training courses include sections for self-evaluation?, 51 
teachers (59 %)  say that self-evaluation does not constitute a part of any training programs 
they attend and commented that training programs, in general, are scarce and they do not 
expect such activity to be included.   

67

16

2

1.2

Questionnaire results, item 8

Strongly agree Agree Disagree Stongly disagree

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For a teacher to possess the ability of self-assessment, he must satisfy a basic 
background of knowledge or experience that forms the base for further improvement. On 
questioning the participants about their knowledge about the criteria of high-quality 
teaching, question 3, Are high-quality teaching criteria well-known to the teacher?, 37 (43 %)  
of the participants say they are aware of these criteria, 35 (40.6%) say sometimes, and only 
4 answered" never". However, we should be cautious of such a high percentage of claimed 
awareness of high-quality teaching criteria. We must bear in mind that theoretical 
knowledge does not guarantee that these criteria are applied in actual performance. It is hard 
to provide evidence that these criteria find their way inside classroom practices given the 
limited evaluation activities by the school, teacher and inspectors. Those who answered 
rarely or never, say that they did not have the chance to study teaching methods and 
strategies. Indeed it seems that a considerable percentage of teachers are graduates of 
different faculties such as engineering, agriculture, general sciences, who haven't received 
any training as teachers. Therefore, any teacher self-evaluation training program must 
include a section about the basic teaching criteria necessary for efficient teaching.  

Question 4, Do you reflect on your performance after lessons? is critical for the research 
because it aims to measure teachers' readability to adopt self-evaluation procedures in their 
classrooms. The result was 66 teachers (76.7%) answered that they do some sort of 
reflection after the end of classes. The discussion with some of the teachers revealed that 
these reflections do not target specific criteria, but they are general in that they aim to judge 
whether the teaching process was generally successful or not.  However, according to Rea-
Dickins & Germaine (1992), it is important to be able to determine the cause of success and 
the cause of failure. Gathering information about the teacher's performance throughout the 
course and reflecting on them would enable the teachers to understand what contributes to 
successful teaching and learning. Nevertheless, it suffices at the time being that these 
reflections are present. If these inclinations are nurtured and developed into actual formal 
procedures taken by the teachers, this would constitute an important step towards 
establishing self-evaluation practice in schools.  

The aim of question 5, Do you use self-evaluation procedures periodically? is to test 
whether teachers formally and systematically use self-evaluation procedures. During 
discussing the questionnaire items, it appeared that many teachers had no idea of what these 
procedures could be. It was important to present some techniques of self-evaluation such as 
lesson reports, video-taping, checklists and peer watching. The teachers were very 
interested to learn about such techniques. The result was 32 teachers (37.2 %) said they 
never use them and 17 (19.7%) answered " rarely".  However, some of the 28 teachers 
(32.5%) who answered “sometimes”, use some sort of report writing about the lesson. Two 
said they sometimes videotape themselves using their mobile phones.  It might be said that 
even when these techniques are used, they are not used and analyzed systematically nor kept 
in records such as a teacher's portfolio. More importantly, these techniques are not 
recognized as a requirement for professional development.  The high percentage for those 
teachers who are not familiar with such techniques raises the urgent need to indulge 
teachers in training programs that target self-evaluation.  

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The aim of question 6, Do you ask peers to observe and evaluate your performance? is 
to explore teachers' cooperation with their colleagues in this regard.  34 (39.5 %)  of teachers 
say they sometimes do that, but not necessarily attending each other's classes, but mostly in 
the form of sharing ideas, methods, and materials between experienced teachers and 
novices. Teachers' preference of dealing with teachers inside the school agrees with Marshall 
1998 who stated that working with peers creates a more effective working environment than 
working with external sources of evaluation. 

Question 7, Do you ask your students their feedback about your performance? was met 
with reserve from teachers thinking that this would mean allowing students to evaluate their 
teachers. The traditional view that students are not qualified to evaluate the teacher's 
classroom performance still dominates. It is found that the 33 teachers (38.3%) who 
answered “always” and the 31 of them (36%) who answered “sometimes” believe that asking 
their students for understanding, for example;  “Do you understand?” and  “Shall I repeat?" 
are the main type of feedback they could get from their students. But engaging students in 
real evaluation concerning the method, material and students' interest is not present. 
However, recent research findings such as Ronald Ferguson's project (2009) show that 
learners can recognize effective teaching and they urge policymakers, educators and 
teachers to seriously consider students feedback.  The participants are not aware of the 
nature of feedback they might obtain from students. Some teachers pointed out that it is 
difficult to get feedback from elementary school students. Students’ feedback is an issue that 
needs further investigation to determine the type and nature of feedback necessary for the 
enhancement of the learning process.  

Furthermore, teachers were asked about the effectiveness of self-evaluation in 
question 8: Do you believe self-evaluation is more effective for teacher development than 
inspectors' evaluation?  The responses have been displayed in table (2) and figure (2) above. 

   This question opened up long discussions with the teachers about the controversial 
issue of the role of inspectors' evaluation in the development of teachers' performance. The 
67 teachers (77.9 %) who strongly agreed about the importance of their evaluation over 
inspectors show that the role of inspectors in the development of teachers is almost non-
existent. Teachers have a rather negative attitude towards inspectors. In agreement with 
Koutsoulis (2007), most participants complained that they do not have enough contact with 
their inspectors, and when they do, it is often brief and does not meet the teacher's need for 
consultation. Most participants believe that inspection, as it is functioning today, does not 
contribute to the teachers' development. Instead, teachers value the role of experienced 
teachers inside school more than inspectors. Teachers say that, unlike inspectors, the school 
experienced teachers are present every day and they are familiar with the school 
environment, conditions, resources and also familiar with the students. These specific 
conditions enable experienced teachers to pass on more reliable and valid judgments about 
teachers. 

 
CONCLUSIONS  

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Throughout the study, the researchers have emphasized the valuable role of teacher 
self-evaluation. They have come up with several important findings where there is a shred 
of evidence that:   
1. There is a serious lack of teacher self-evaluation activities in Libyan schools. 
2.  There are no self-evaluation training programs. 
3. The role played by external inspectors in teacher development is inefficient.  
4. There is an urgent need to raise awareness about self-evaluation as a tool for teacher 

continuing development. 
5.  Teachers favour self-evaluation over inspector evaluation. 
6. Teachers prefer dealing with experienced teachers inside schools rather than external 

personnel from outside the school.  
7. The role of the student in the evaluation process is not clear to the teachers and needs 

further research. 
8. The teachers' readiness and eagerness to learn more about self-evaluation procedures is 

evident. 
  Teacher self-evaluation enables teachers to discover their points of weaknesses and 
strengths and subsequently put plans of remedy and improvement. Hence, teacher self-
evaluation should form a part of Libyan educational training programs where teachers are 
introduced to the procedures and steps necessary for implementing self-evaluation in their 
careers. If teachers succeed in identifying their needs and problems, only then they could 
benefit from external expertise and only then there would be effective communication 
between the teacher and other external observers. 

It can be concluded that teacher self-evaluation ought not to be marginalized. It 
should be considered seriously in teacher training programs. There is an urgent need to raise 
awareness of the significance of self-evaluation as a tool for continuing development. There 
is a shred of evidence that teachers are eager to learn more about this vital evaluation tool. 
The study recommends conducting valuable workshops where teachers receive training for 
using different tools of self-evaluation and improve their capacity to judge themselves and 
reach objective results about their performance. Self-evaluation should be adopted as a 
regular and systematic tool of evaluation together with other evaluation tools. 

 
 

    
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