KURS ISHI

INTRODUCTION In Uzbekistan, the education sector has witnessed substantial growth and reform, with government expenditure on education reaching 6% of GDP in 2023, totaling 37.5 trillion UZS [1]. The number of English language teachers in general secondary education institutions alone exceeded 45,000 in 2022, serving over 6.5 million students [2]. Such a large workforce necessitates robust and effective teacher evaluation systems to ensure quality instruction and align with global educational standards. Furthermore, the global market for professional development and evaluation tools in education is projected to reach $18.5 billion by 2028, reflecting an increasing recognition of the vital role of continuous teacher improvement in national development strategies [3]. The contemporary relevance of effective teacher evaluation systems, especially within English Language Teaching (ELT), stems from several pressing challenges and evolving educational paradigms. Despite substantial investments and the growing number of educators, issues such as inconsistent instructional quality, varying levels of teacher proficiency in modern pedagogical approaches, and the often-subjective nature of traditional evaluation methods persist [4]. There is an ongoing need to move beyond purely administrative assessments towards formative evaluations that genuinely support teacher growth and professional development. Furthermore, the rapid integration of technology in language learning and the increasing demand for communicative competence in English across various sectors highlight the urgency for evaluation systems that can adapt to these dynamic changes and effectively measure a teacher's ability to facilitate student success in a globalized world [5]. Unresolved problems often include the lack of clear, measurable Key Performance Indicators (KPIs) tailored to ELT, insufficient feedback mechanisms, and a disconnect between evaluation outcomes and targeted professional development initiatives. X.Y. Chen (2018) demonstrated in their study that incorporating student feedback mechanisms into teacher evaluations significantly enhances instructional effectiveness and student engagement in language classrooms [6]. J. Smith (2020) proposed a comprehensive model for teacher evaluation that integrates both formative and summative assessments, emphasizing the importance of ongoing support fo ...