scholarly journals TEACHERS PERCEPTION ABOUT PROCESS OF TEACHER EVALUATION: A CASE STUDY OF A PRIVATE UNIVERSITY OF LAHORE

2021 ◽  
Vol 37 (03) ◽  
pp. 350-362
Author(s):  
Shahid Rafiq ◽  
Shahzada Qaisar
Keyword(s):  
Teacher Evaluation ◽  
Evaluation Process ◽  
Private University ◽  
Simple Random Sampling ◽  
Faculty Members ◽  
Teaching Performance ◽  
Survey Questionnaire ◽  
Major Premise ◽  
University Teachers

The major premise of this research was to get the perception of university teachers about the process of teacher evaluation in one private university in Lahore. Focusing on the actual practices of teacher evaluation process (TEP), this paper attempts to get opinion of university teachers regarding the effectiveness of TEP. This research was quantitative in its nature in which a survey questionnaire was used to collect data. The population of the study included all the faculty members (both male and female) of the private sector university in Lahore. 150 faculty members were selected through simple random sampling from all faculties/departments of the sampled university. The data was analyzed on SPSS 21. Results were drawn from the interpretation of quantitative data. Results indicated that university teachers had very positive perceptions of the teacher evaluation process. The process of the teacher evaluation contributes to teachers teaching performance a lot.

scholarly journals Formative Assessment Enriches Learning: Perspectives Of Female University Teachers In Karachi (Pakistan)

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Noor Mohammad ◽  
Rubina Masum ◽  
Sheeba Farhan
Keyword(s):  
Formative Assessment ◽  
Sample Size ◽  
Design Research ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Target Population ◽  
Research Strategy ◽  
Faculty Members ◽  
Female Faculty ◽  
University Teachers

This article is drawn from PhD dissertation and the prime purpose of this research is to study the perspective of female university teachers regarding impact of formative assessment on learning at university level in Karachi (Pakistan) and to suggest the appropriate practices of formative assessment to enhance the learning. The scope of the study is limited to female faculty members of education in the universities in Karachi. The survey design, research strategy, was adopted for the study. The target population, for the study, was 136 female faculty members of education in the universities (public and private) in Karachi (Pakistan). Simple Random Sampling (SRS) design was adopted to select the universities as a unit of sampling and female faculty members of the same universities were the sample size. In this process 66 Female faculty members were selected as sample size from different eight (8) universities. The questionnaire was adopted as research instrument. Data was analyzed and it was found that the formative assessment enriches learning. In the light of findings concrete recommendations were made.

scholarly journals The thinking styles of the university teacher

2019 ◽  
Vol 10 (1) ◽  
pp. 125-148
Author(s):  
Linoel De Jesús Leal Ordóñez ◽  
Antonio Carlos Do Nascimento Osorio
Keyword(s):  
Key Words ◽  
University Education ◽  
Thinking Styles ◽  
Teaching Performance ◽  
Classroom Performance ◽  
Classroom Organization ◽  
University Teachers ◽  
Pedagogical Training ◽  
The University

This research is framed in the teachers’ thinking paradigm, oriented to understand the thinking styles of the university teacher from two out of the five cognitive and behavioral expressions in Sternberg’s thinking styles theory: the function inside the classroom and the level of classroom performance. The epistemological approach was the empirical-inductive, framed in the logic positivism tradition, with the case study as methodology. A 24-reactives likert-based scale was applied to 40 teachers of the Education career from Francisco de Miranda University (UNEFM). The results evidenced a mediational thinking style, based on cognitive and constructivism-based teaching procedures, democratic patterns for classroom organization, as well as a permanent process of reflection that informs teachers about what and how to improve while teaching. These results can help to optimize teaching performance, as well as to design pedagogical training processes more focused and based on mediational pedagogies that lead to better learning. KEY WORDS: Thinking styles, university teachers, pedagogy, mediational pedagogies, university education.

scholarly journals Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences

2016 ◽  
Vol 52 (5) ◽  
pp. 711-753 ◽  
Author(s):  
Matthew A. Kraft ◽  
Allison F. Gilmour
Keyword(s):  
Teacher Evaluation ◽  
Teacher Development ◽  
Evaluation System ◽  
Evaluation Process ◽  
Unintended Consequences ◽  
Urban District ◽  
Evaluation Systems ◽  
Primary Responsibility

Purpose: New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals’ ability to promote teacher development through the evaluation process. We conducted a case study of principals’ perspectives on evaluation and their experiences implementing observation and feedback cycles to better understand whether principals feel as though they are able to promote teacher development as evaluators. Research Method: We conducted interviews with a stratified random sample of 24 principals in an urban district that recently implemented major reforms to its teacher evaluation system. We analyzed these interviews by drafting thematic summaries, coding interview transcripts, creating data-analytic matrices, and writing analytic memos. Findings: We found that the evaluation reforms provided a common framework and language that helped facilitate principals’ feedback conversations with teachers. However, we also found that tasking principals with primary responsibility for conducting evaluations resulted in a variety of unintended consequences which undercut the quality of evaluation feedback they provided. We analyze five broad solutions to these challenges: strategically targeting evaluations, reducing operational responsibilities, providing principal training, hiring instructional coaches, and developing peer evaluation systems. Implications: The quality of feedback teachers receive through the evaluation process depends critically on the time and training evaluators have to provide individualized and actionable feedback. Districts that task principals with primary responsibility for conducting observation and feedback cycles must attend to the many implementation challenges associated with this approach in order for next-generation evaluation systems to successfully promote teacher development.

scholarly journals THE UNIVERSITY TEACHERS’ PERCEPTIONS OF PEER OBSERVATION

2021 ◽  
pp. 4-9
Author(s):  
F. Akhmedova ◽  
R. Rozikova
Keyword(s):  
Quantitative Method ◽  
Faculty Members ◽  
Educational Institutions ◽  
Teaching Skills ◽  
Survey Questionnaire ◽  
Peer Observation ◽  
Process Data ◽  
Teachers Perceptions ◽  
University Teachers ◽  
The University

Teachers’ belief, attitude and experience of peer observation considerably affect their willingness to observe their colleagues or be observed by other faculty members. Peer observation is regarded as a sensitive practice in many higher educational institutions due to its overshadowed values and teachers’ intimidation of being judged by their colleagues. This study reveals how peer observation is perceived and employed by university teachers examining their attitude towards the process. Data was collected based on a quantitative method; a survey questionnaire was distributed among 230 teachers of local and international universities in Uzbekistan. The findings show that most teachers treat peer observation as a compulsory part of the annual workload (appraisal). Based on the results, the researchers provide recommendations for educators to benefit from this vital tool to improve their teaching skills. 

scholarly journals Inteligencia emocional, competencias y desempeño del docente universitario: Aplicando la técnica mínimos cuadrados parciales SEM-PLS

2020 ◽  
Vol 23 (3) ◽  
Author(s):  
Edwin Hernan Ramirez Asis ◽  
Marcos Rosamel Espinoza Maguiña ◽  
Santos Miguel Esquivel infantes ◽  
Miguel Edmundo Naranjo Toro
Keyword(s):  
Emotional Intelligence ◽  
Structural Equation ◽  
Simple Random Sampling ◽  
Equation Model ◽  
Teaching Performance ◽  
Strong Impact ◽  
Path Modeling ◽  
University Teachers ◽  
Teacher Skills ◽  
And Control

La relevancia de las emociones en la enseñanza es ahora un aspecto ampliamente estudiado, aunque se está deliberando sobre la forma en que los docentes pueden identificar, regular y controlar sus emociones, el estudio propone cómo se puede incorporar la inteligencia emocional en la enseñanza mediante las competencias para lograr un mejor desempeño docente. Se utilizó la técnica de la encuesta recopilando datos de 244 docentes universitarios a través de un cuestionario mediante el muestreo aleatorio simple. Los datos se han analizado mediante el modelado de ruta utilizando el enfoque de mínimos cuadrados parciales (PLS) del modelo de ecuaciones estructurales SEM con el software SmartPLS 3.3.0, los hallazgos revelaron que el modelo tiene un impacto significativo en el desempeño docente, los coeficientes de determinación fueron; habilidades del docente (r2=0.703) actitud del docente (r2=0.661), conocimientos del docente (r2=0.648) y para el desempeño del docente (r2=0.733). con un error cuadrático medio de aproximación (SRMR) de 0.056 que hace relevante el modelo confirmatorio. Por lo tanto, se demostró estadísticamente que la inteligencia emocional tiene un fuerte impacto en las competencias de los docentes, lo que a su vez contribuye en el desempeño del docente universitario. The relevance of emotions in teaching is now a widely studied aspect, although the way in which teachers can carry out, regulate and control their emotions is being discussed, the study proposes how emotional intelligence can be incorporated into teaching through the competences to achieve better teaching performance. The survey technique was used, collecting data from 244 university teachers through a questionnaire using simple random sampling. The data has been analyzed using partial least squares path modeling (PLS), approach of the SEM structural equation model with the SmartPLS 3.3.0 software, the findings revealed that the model has a significant impact on teaching performance, the determination coefficients were; teacher skills (r2 = 0.703) teacher attitude (r2 = 0.661), teacher knowledge (r2 = 0.648) and for teacher performance (r2 = 0.733). with a root mean square error of approximation (SRMR) of 0.056 that makes the confirmatory model relevant. Therefore, it was statistically demonstrated that emotional intelligence has a strong impact on teachers' competences, which in turn contributes to the professor performance.

scholarly journals English Language University Teachers’ Research Activity: Untold Stories in Vietnam

2018 ◽  
Vol 1 (1) ◽  
pp. 45
Author(s):  
Huong H. Le
Keyword(s):  
English Language ◽  
Qualitative Case Study ◽  
Structured Interview ◽  
Survey Questionnaire ◽  
Research Activity ◽  
University Teachers ◽  
Cultural Perspectives ◽  
Research Survey ◽  
Current Context

<em>This qualitative case study explores English language university teachers’ engagement in research including their interests, publications and co-operation, from which the obligation of research activity at universities in Vietnam is revealed. Twenty-one English language university teachers at Hong Duc University were invited to participate in the research. Survey questionnaire and Skype semi-structured interview were employed to collect necessary data to identify teacher participants’ involvement in research. Being seen from socio-cultural perspectives, the findings of the study indicate that how English language university teachers engage in research is inter-twined with the current context where research is done.</em>

scholarly journals A Proposed Strategy for Managing Change in Value System and Knowledge Structure: A Case Study of Private University Students in Jordan

2019 ◽  
Vol 12 (5) ◽  
pp. 68
Author(s):  
Ahmad Mohm’d Rabee
Keyword(s):  
University Students ◽  
Random Sample ◽  
Private Universities ◽  
Knowledge Structure ◽  
Private University ◽  
Faculty Members ◽  
Value System ◽  
Knowledge Framework ◽  
Managing Change

Every nation depends on its knowledge framework and value system in order to survive. For this reason, this study was focused on identifying a proposed strategy for managing the change in the value system and the knowledge structure of private university students in Jordan. Also, to point out the need for students to own their procedures, the sample consisted of a random sample of 279 faculty members. The results of the study showed that the highest areas of the use of faculty members in the field of educational procedures have an average of 3.25 with a class of Medium, and the students’ need for owning the measures of management changed significantly. The system of values and knowledge of the students in private universities in Jordan in the field of educational procedures have an average of 3.36. The study reached a proposed vision for building a strategy to manage the change in the value system and the knowledge structure of private university students in Jordan in an environment where students feel reassured and whereby tranquility affects their behavior, values, and attitudes.

scholarly journals Identifying And Analysing The Factors Impacting Quality In Education: A Study To Determine Satisfaction Level Of Students And Faculties In A University

2018 ◽  
Vol 14 (02) ◽  
Author(s):  
Pratim Baruah ◽  
Bipllab Roy
Keyword(s):  
Sample Size ◽  
Confidence Level ◽  
Random Sampling ◽  
Private University ◽  
Simple Random Sampling ◽  
Faculty Members ◽  
Satisfaction Level ◽  
Significant Difference ◽  
Quality In Education ◽  
Work Done

This study aimed to identify and analyse the factors impacting quality to determine the satisfaction level of students and faculty in a university. This study was carried out in a private university in India. The researchers identified certain factors based on the previous work done by different researchers. The population for this research was 116 students and 12 faculty members of Kaziranga University School of Business out of which a sample size of 90 was selected by using simple random sampling based on 95% confidence level. A questionnaire with 5 point Likert scale was used to assess the attitude and opinion of the students as well as faculty members. To analyse the data SPSS version 20.0 was used. The results and findings showed that there is a significant difference between the satisfaction level and expectation level among the students as well as faculties in terms of the different factors. The result also showed that the satisfaction levels of faculty and students do not vary considerably.

scholarly journals Formative Assessment Enriches Learning: Perspectives Of Female University Teachers In Karachi (Pakistan)

2018 ◽  
Vol 7 (1) ◽  
pp. 17-28
Author(s):  
Noor Mohammad ◽  
Rubina Masum ◽  
Sheeba Farhan
Keyword(s):  
Formative Assessment ◽  
Sample Size ◽  
Design Research ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Target Population ◽  
Research Strategy ◽  
Faculty Members ◽  
Female Faculty ◽  
University Teachers

This article is drawn from PhD dissertation and the prime purpose of this research is to study the perspective of female university teachers regarding impact of formative assessment on learning at university level in Karachi (Pakistan) and to suggest the appropriate practices of formative assessment to enhance the learning. The scope of the study is limited to female faculty members of education in the universities in Karachi. The survey design, research strategy, was adopted for the study. The target population, for the study, was 136 female faculty members of education in the universities (public and private) in Karachi (Pakistan). Simple Random Sampling (SRS) design was adopted to select the universities as a unit of sampling and female faculty members of the same universities were the sample size. In this process 66 Female faculty members were selected as sample size from different eight (8) universities. The questionnaire was adopted as research instrument. Data was analyzed and it was found that the formative assessment enriches learning. In the light of findings concrete recommendations were made.

Evaluating the Cognitive Interviewing Reporting Framework (CIRF) by Rewriting a Dutch Pretesting Report of a European Health Survey Questionnaire *The views expressed in this paper are those of the authors and do not necessarily reflect the policies of Statistics Netherlands.

Methodology ◽  
2013 ◽  
Vol 9 (3) ◽  
pp. 104-112 ◽  
Author(s):  
Rachel Vis-Visschers ◽  
Vivian Meertens
Keyword(s):  
Health Survey ◽  
Cognitive Interviewing ◽  
Survey Questionnaire ◽  
Reporting Framework ◽  
Research Designs ◽  
European Health ◽  
Original Report ◽  
Minimal Standard ◽  
Exhaustive List

We used the Cognitive Interviewing Reporting Framework (CIRF) to restructure the report of a pretest on a European health survey questionnaire. This pretest was conducted by the Questionnaire Laboratory of Statistics Netherlands, and the original report was written according to a standard Statistics Netherlands format for pretesting reports. This article contains the rewritten report with highlights from the case study. The authors reflect on the process of rewriting and the usefulness of the CIRF. We conclude that expanded use of the CIRF as a reporting format for articles on cognitive pretests would enhance international comparability, completeness, and uniformity of research designs, terminology, and reporting. A limitation of the CIRF is that it does not provide an exhaustive list of items that could be included in a report, but it is more a “minimal standard”: that is a report on how a cognitive pretest was conducted should at least contain a description of the CIRF items.

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