Abstract:
The present study aims
at identifying the impact of
peer observation strategies
on improving Iraqi EFL teachers’
performance. To achieve
this aim, the researcher has
used the Non-randomized
Control Group Pre-test Posttest
Design with pre and
post administration of an
observation checklist. The
sample of the study consists
of (60) male and female Iraqi
EFL teachers at General
Directorate of Education at
AL-Qadissiya Governorate.
According to the above
mentioned design, the sample
has been randomly distributed
into two groups:
the experimental and the
control group, each with 30
teachers. The researcher
has used a pre-observation
checklist to observe the Iraqi EFL teachers’ performance of both groups. Then the
researcher taught the peer observation strategies to the
experimental group teachers who applied the peer observation
strategies under the supervision of the researcher in
order to improve their performance. The control group, on
the other hand, received no instruction and has been submitted
to the traditional mode of supervision. The experiment
lasted for five weeks. After that the researcher used a
post observation checklist to check the improvement in the
EFL teachers’ performance at both groups.
The results revealed that there were statistically significant
differences between the post administrations of
the observation checklist to both groups in favor of the experimental
one in respect to their teaching performance.
Based on those results, the researcher concluded that peer
observation strategies should be employed in order to improve
the Iraqi EFL teachers’ Performance .