Designing and Developing a Competency Assessment Protocol for Primary School Teachers Based on a Performance Rubric

Document Type : Original Article

Authors

1 Assistant Professor of Sport Management, Department of Movement Behavior and Sport Management, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

2 Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

10.48310/edup.2026.24592.1510

Abstract

Objective: This study aimed to design and develop a protocol for assessing the professional competencies of primary school teachers based on a performance rubric.
Method: This applied study employed an integrative review approach. professional qualifications, competence assessment, and primary school teacher competence. Following a thematic relevance review and the application of inclusion and exclusion criteria, 32 studies—comprising 16 Persian and 16 English studies that provided extractable data on the dimensions,
Findings: A total of 30 behavioral indicators were identified. Based on these, a five-level rubric—categorized as "weak," "relatively weak," "acceptable," "good," and "excellent"—was designed, with each level described according to the degree of realization of the expected professional behavior. A scoring method based on a 1-to-5 scale was adopted, resulting in a total score range of 30 to 150 for the instrument.
Conclusion: By organizing professional competencies into five domains and translating them into 30 behavioral indicators and five performance levels, the proposed protocol provides an operational framework for assessing teachers' professional performance. However, as the protocol was not implemented or validated in a field setting during this study, the examination of its psychometric properties and practical applicability in real-world school environments is left to future research.

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Teacher Education Policy
Volume 8, Issue 2
August 2026

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History

  • Receive Date: 24 September 2026
  • Revise Date: 12 October 2026
  • Accept Date: 23 October 2026

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