Teacher evaluation is one of the most sensitive and necessary administrative processes. It is importance to affecting the results of the students and their academic achievement. And to identifying the teacher's training needs, promotion and awarding bonuses. The aim of this study is to identify how private schools’ teachers in the Eastern Region are evaluated; As well as to identify the most fundamental differences between these schools in the Eastern Province in evaluating the teachers of these schools. Finally to present some suggestions that can enrich this educational process through some international experiences. To achieve the objectives of this study and to answer its questions, the researchers used the descriptive approach as a method of study and the interview as a tool. The tool was applied to a representative sample of the study society of leaders of these schools. One of the main findings of this study is that the process of evaluation private schools’ teachers in the Eastern Region is very similar in the procedural process between these schools. Moreover, thes processes of evaluation are characterized by varying differences from one school to the other, which is subject to the internal policy of the school. The recommendations of this study, are to Includ the intensification of studies on private education and private schools, to study the related processes and to use them in the development of educational learning. In addition, to update the functional card applied in all schools.

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