Publicação
Evaluation of teachers’ professional performance at Universidade Nacional de Timor Lorosae [UNTL]
| Resumo: | The present study evaluated teacher performance in Universidade Nacional de Timor Lorosae. The tool measures four areas, namely, pedagogical, professional, personal and social competencies. The purpose of the study was to (1) determine how students’ (gender, age, and faculty) and teachers’ (age and experience, academic degree, and faculty) background’ influence the evaluation of teacher performance; (2) the difference between the students’ evaluation and teachers’ selfevaluation on the teacher performance was also determined; and (3) the implementation of the Teaching Performance Evaluation (TPE) in the educational institution. The teacher performance appraisal was administered to 342 students who rated their teachers and 192 faculty who evaluated themselves. The quantitative analysis was conducted by determining the means of the teacher performance and classified by age, gender, years of experience, and educational attainment. The chi-square was used to determine the association of the background of the students and teachers on the results of the teacher performance assessment. The chi-square was also used to determine the difference between student and teacher evaluation. The results showed that students’ background such as gender and faculty where the teacher belongs influence teachers’ performance. The teachers’ background such as years of experience and academic degree influences their self-evaluation. There was a significant difference on students’ evaluation and teachers’ self-evaluation on the performance. The qualitative analysis showed that teachers recognize the importance of TPE through its contribution, regulations, and implementation. Moreover, teachers’ attitude on evaluation is shaped by obstacles and recommendations. Lastly, teacher performance is improved through formative assessment and sample practices. |
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| Autores principais: | Belo, Abílio António Freitas |
| Assunto: | East Timor evaluation professional development public higher education student’s assessment teacher performance evaluation Timor Leste avaliação desenvolvimento profissional ensino superior público avaliação do aluno avaliação de desempenho de professores |
| Ano: | 2019 |
| País: | Portugal |
| Tipo de documento: | tese de doutoramento |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | The present study evaluated teacher performance in Universidade Nacional de Timor Lorosae. The tool measures four areas, namely, pedagogical, professional, personal and social competencies. The purpose of the study was to (1) determine how students’ (gender, age, and faculty) and teachers’ (age and experience, academic degree, and faculty) background’ influence the evaluation of teacher performance; (2) the difference between the students’ evaluation and teachers’ selfevaluation on the teacher performance was also determined; and (3) the implementation of the Teaching Performance Evaluation (TPE) in the educational institution. The teacher performance appraisal was administered to 342 students who rated their teachers and 192 faculty who evaluated themselves. The quantitative analysis was conducted by determining the means of the teacher performance and classified by age, gender, years of experience, and educational attainment. The chi-square was used to determine the association of the background of the students and teachers on the results of the teacher performance assessment. The chi-square was also used to determine the difference between student and teacher evaluation. The results showed that students’ background such as gender and faculty where the teacher belongs influence teachers’ performance. The teachers’ background such as years of experience and academic degree influences their self-evaluation. There was a significant difference on students’ evaluation and teachers’ self-evaluation on the performance. The qualitative analysis showed that teachers recognize the importance of TPE through its contribution, regulations, and implementation. Moreover, teachers’ attitude on evaluation is shaped by obstacles and recommendations. Lastly, teacher performance is improved through formative assessment and sample practices. |
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