Objectives The present study analyzes the previous research on college course evaluations in Korea over the past 30 years related to instructor factors. It then identifies how instructor-related sub-factors influence course evaluations and provides implications for designing valid course evaluations. Methods We collected previous research articles on course evaluation conducted in Korean universities from 1994 to 2024. We followed three steps to gather research related to instructor factors. First, we screened by looking at the titles of the articles. Then, we looked closely at the abstracts. Finally, we examined the results of these articles. As a result, 37 research articles were selected with five sub-factors: (a)position and experience, (b)age, (c)teaching ability, (d)gender, and (e)research and service achievements. Results Overall, the higher the faculty position and the more years of experience, the higher the teaching evaluation scores. Full-time professors had higher ratings than part-time instructors. An instructor's age tended to have an inverse effect on their course evaluation scores, with older instructors generally receiving lower scores. The quality of an instructor's teaching had a significant effect on course evaluation scores, particularly course preparation, teaching methods, and instructor-student interaction. When it comes to instructor gender, the results are mixed. However, some studies have found that courses taught by female instructors received higher teaching evaluations. Finally, faculty with more research and service achievements tended to have higher course evaluation scores, but this area is still understudied and more research is needed to draw firm conclusions. Conclusions The current study shows that various instructor-related sub-factors have an influence on college course evaluations. These findings are expected to enhance the validity and reliability of course evaluations in the near future.
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