Abstract:
Evaluating the performance of faculty members using various information sources with the aim of improving the quality of universities and higher education institutions has recently gained attention. The most common form of internal evaluation is utilizing student perspectives to evaluate faculty performance. Although university quality assessment based on faculty performance focuses on classroom teaching and learning through studying student perspectives, the views of professors and educational managers can also provide more comprehensive data to higher education planners. The aim of the present research is to examine professors' perspectives regarding the components of evaluating their own educational performance with the goal of improving academic quality. The research approach is qualitative, and its strategy is based on the grounded theory method. Sampling was theoretical, and the principle of theoretical saturation was used as the criterion for completing sampling. Sixteen professors from the academic departments of the University of Kurdistan participated in this study. Based on the findings, strategies for evaluating the educational performance of faculty members can be categorized into three groups: general strategies of comprehensiveness and realism; operational and supportive; and improvement and professional growth.
Machine summary:
Evaluating the effectiveness of teaching performance from the perspective of faculty members: A qualitative study Naser Shirbeigi ∗P> ∗∗ Mohammad Asadi Abstract Evaluating the performance of faculty members using various information sources with the aim of improving the quality of universities and higher education institutions has recently gained attention.
Although university quality assessment based on faculty performance focuses on classroom teaching and learning by studying student perspectives, the views of professors and educational managers can also provide more comprehensive data for higher education planners.
Reviewing the scale and weight of evaluation criteria Comprehensiveness and realism Influence of class hours and number of students (11); time and density of class sessions (11); negative impact of the environment on evaluation (10); impact of noise and acoustic pollution (10); the effect of lack of facilities and equipment on professor performance (10); differences between universities and faculties (9); evaluation based on major and department (9); avoiding idealism (8) and the culture of educational groups (7); Considering contexts and environmental conditions in evaluation 1- Qualitative report of professors' performance Open codes (frequency) Axial codes Selective codes Informing and orienting students (15); giving importance to student evaluation (13); susceptibility to the professor's attitude and strictness (13); fear of completing the online evaluation form (13); fear of being identifiable by the student (13); preventing the lack of reflection of real opinions (12); creating peace of mind for student evaluation (12); reducing student evaluation error (11); encouragement instead of threatening the student for evaluation (10); the conflict between grading and professor evaluation (10); preventing collusion and dealing between student and professor (9) and preserving the right of evaluation for both student and evaluators (8).
Based on the research findings, the evaluation of the effectiveness of the teaching performance of faculty members in universities and higher education institutions of the country is based on three general strategies (comprehensiveness and realism; executive and support; and improvement and professional growth) is interpretable.
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