Teacher Performance Evaluation Research Articles

Investigating Educators’ Perspectives on Classroom Observation and the Impact of Feedback on Professional Development

The study’s aim was to investigate educators’ perspectives on classroom observation and the impact of feedback on professional development. Examines the role of classroom observations (COs) in evaluating teacher performance and supporting professional development (PD). Technically, COs have become a standardized element in education, enhancing teaching skills and providing a consistent framework for teacher assessment and professional development. The objective of this research is to explore the interpretation of COs as perceived by both observers and observees. It also examines their opinion on the COs process and the feedback it generates. Through questionnaires and follow-up interviews with educators from diverse backgrounds, the study seeks to understand how feedback from CO is perceived, its effectiveness in improving teaching practices, and its contribution to PD. The research addresses three main questions: how COs are structured, what strategies can improve the COs process, and the impact of feedback on teaching and professional growth. The findings offer valuable insights into optimizing COs as a tool for teacher evaluation and development.

Measuring Teacher Personality Competence: Era 5.0 Challenges for Teachers in Indonesian Archipelago

Teachers in archipelagic regions face challenges such as limited access, geographical isolation, and cultural diversity, particularly in the Society 5.0 era. This study aims to assess the feasibility of an instrument for measuring teacher personality competency in this context. Using a quantitative approach, the study was conducted in Maluku Province, with a multistage random sample of 752 teachers from 94 schools. The instrument employed a modified four-point Likert scale, and data analysis was conducted using the PLS-SEM method to evaluate the measurement and structural models. Key findings include: 1) Exploratory Factor Analysis (EFA) identified six dominant factors and 29 items to measure teacher personality competency; 2) The measurement model demonstrated feasibility, with construct validity confirmed through convergent validity (loading factors 0.70 and Average Variance Extracted 0.50) and discriminant validity (Fornell-Larcker criterion and Heterotrait-Monotrait Ratio 0.90). Reliability was supported by Cronbach’s Alpha, Rho_A, and composite reliability values all exceeding 0.70. These results indicate that the instrument is suitable for assessing teacher personality competency in island regions, helping address the challenges of the Society 5.0 era. The study has important implications for Indonesian education stakeholders, providing a validated tool to guide teacher performance evaluations.

The Study of APIPA Model Concept Development through the Application of Analytical Hierarchy Process (AHP)

Improving the quality of teacher performance programs certainly requires the important role of teachers and school leaders. The role of teachers can be seen in the implementation of performance programs which require systematic and structured evaluation of performance programs. The results of the evaluation and monitoring of the implementation of the teacher performance program by school leaders are used as material for consideration in making decisions about the quality level of the teacher performance program. Making this decision is very difficult for a school leader in evaluating teacher performance programs. In this case, a modified program evaluation was developed by the CIPP model program evaluation with ALKIN model program evaluation. The research used Development Research (R&D) using 4D design (Define, Design, Development, Dissemination). The Define stage conducts a literature review regarding weaknesses in the CIPP and ALKIN model program evaluation syntax. The Design stage prepares the topology related to the main ideas of the program evaluation development syntax. The Development stage carries out operational definitions and indicators for each program evaluation syntax. The dissemination stage carries out an expert judgment or assessment of the experts who are analyzed using the analytical Hierarchical Process (AHP) to determine the consistency of the program evaluation development concept. The results using AHP are consistent with the concept of developing the APIPA model program evaluation which has the syntax Assessment, Planning, Implementation, Product, and Appreciation for evaluating teacher performance programs.

An analytical approach for an AI-based teacher performance evaluation system in Saudi Arabia’s schools

Teacher performance evaluation is essential to a teacher’s primary responsibilities. This study investigates the process of evaluating teachers’ performance to provide a basis for planning an ongoing professional development program. AI-based systems present an opportunity for objective and reliable evaluations, facilitating the identification of areas requiring improvement and contributing to the overall enhancement of educational quality. Consequently, incorporating AI into evaluating teachers has become a research hotspot. This research proposes an analytical comprehensive AI-based system for teacher evaluation. Moreover, we introduce a novel analytical index system derived from the current adopted Key Performance Indicators (KPI) in the Ministry of Education in Saudi Arabia and an overall algorithm. This study is part of an integrated project to evaluate teachers’ performance using AI. To build our model, we are accurately determining the evaluative weights through 13 workshops held with 283 field experts. The main hypothesis is that the weights were evenly distributed. After studying them, we found they were relatively different by 0.1 to 0.3%. By analyzing T-KPI, we believe that our proposed index system could overcome the limitations of human-based assessments as it assigned appropriate AI techniques for each, thus ensuring accurate, reliable, and objective evaluation. This innovation would also economically impact rationalizing spending and reducing costs.

Contradictions and Challenges: University Teachers’ Views on Performance Evaluation Models in Portugal and Spain

Teacher performance evaluation is a key component of high performing quality assurance education systems. The main focus of the present paper is to examine how international trends in teacher evaluation policies determine teachers’ working conditions in different higher education contexts. A comparative study was implemented at two public universities of Southern Europe (Portugal and Spain), with the aim of elucidating university teachers’ perceptions regarding the current teacher evaluation model. To achieve this, we conducted 28 semi-structured interviews, employing a comparative approach in their design. The findings suggest that participants encounter discrepancies within the stated objectives of teacher performance evaluation in higher education. Such evaluation is perceived as an external imposition with a very poor democratic process, focusing mostly on the quantitative perspective and with uncertain consequences.

The quality evaluation system of ideological and political classroom teaching in universities based on GA‐BP algorithm

SummaryThe advancement of teaching quality is an indispensable section of the reform and growth of universities, and ideological and political education has critical impact on ideological education. The quality of classroom education can provide data support for efficient development, and has crucial influence on achieving scientific, reasonable, and accurate evaluation of ideological and political teaching performance. Thus, a performance assessment system for ideological and political education in universities with genetic algorithm optimized neural network algorithm is put forward. First, based on existing teaching evaluation indicators and combined with actual situations, a targeted teaching quality evaluation system is proposed. Then, based on BP, an adaptive genetic algorithm is proposed for improvement, and the output results are improved using entropy method. The results indicated that the proposed model could reach its optimal state after 81 iterations in this study. In the fitting test, it reached 0.971. In actual testing, the average error was only 2.68, which was much bigger than the other three algorithms. Its accuracy was 2%–3.2% higher than that of the best existing algorithms. These results indicated that the method put forward in this study had better practical significance, lower error, more accurate evaluation results, and offered scientific data support for the education reform work of universities, which can better accelerate the development and construction of universities.

Development Teacher's Performance of Construct Reliability and Avarice Variance Extracted Measurement Instruments of Certified Islamic Education Teacher’s

The purpose of the study: The study to produce performance measurement instruments for Islamic education teachers has certified teachers. Research objectives: Research to produce performance measurement instruments for Islamic education teachers has teacher certification. Research Methodology: Research using quantitative methods of the Amos model. Participants were 202 participants of high school Islamic teachers. Findings: 1) Researchers develop a theoretical framework for teacher performance by applying the Ministry of Affairs version of the Teacher Performance Assessment Evaluation using at least two (two) hierarchies. 2) The theoretical construct of teacher performance chosen by the author consists of 4 (four) dimensions/aspects, which together form 14 (fourteen) indicators. There are five (five) indicators in the Learning Planning (LP) dimension, three (three) indicators in the Classroom Learning Implementation (CLP) dimension, three (three) indicators in the Evaluation Implementation (EI) dimension, and three (three) indicators in the Student Guidance dimension. 3) There are fifty (fifty) items in the performance evaluation of Islamic teachers, all of which are credible statements. As a result, the last item is recognized as a statement that can be trusted to form because the construct reliability value (CR) is greater than 0.5 (≥0.5), the corresponding indicator. The construct consists of fourteen indicators, all of which are considered valid and reliable because their t-values are declared significant (above 1.96, ≥1.96), the extracted variance value (AVE) exceeds 0.5 (≥0.5), and the construct reliability (CR) that forms the aspect of each statement item exceeds 0.5 (≥0.5). Originality/Value: Research Study Survey Development of Construct Reliability and Avarice Variance of Extracted Measurement Instruments.

Bullying Among Pupils at School and a Country’s Educational System: An Efficiency Evaluation of Educational Performance in Europe by Means of an Extended Data Envelopment Analysis

Bullying Among Pupils at School and a Country’s Educational System: An Efficiency Evaluation of Educational Performance in Europe by Means of an Extended Data Envelopment Analysis

Blue Ribbon Committee II: Report of the Subcommittee on Faculty Development and Educational Support.

The American College of Surgeons, American Board of Surgery, and the American Surgical Association have created a Blue Ribbon Committee II to evaluate the current status of surgical education in the United States. As part of this endeavor, a subcommittee was formed to address issues pertinent to development of surgical faculty as teachers. This entailed multiple discussions among a group of experienced surgical educators, a review of the literature, and a delphi analysis of possible suggested improvements for faculty educational support, resulting in a final set of recommendations for improvement for future surgical faculty development. These recommendations include a task force to establish a validated system of compensation for faculty teaching, a task force to determine an accurate assessment of the value of surgical trainees to health systems, a review by the Surgical Residency Review Committee and the Association of Program Directors in Surgery of minimal faculty resources for program accreditation in the area of teaching learners, collaborative efforts across surgical specialties for the definition of a national curriculum for faculty, and development of a tool for evaluation of faculty teaching performance.

Kebijakan Kepala Sekolah Dalam Meningkatkan Presetasi Siswa Kelas 6 Di SD Negeri Tenau Kupang

This research aims to describe and analyze the principal's policy in improving the achievement of class VI students at Tenau Kupang Elementary School. Using a descriptive qualitative approach, data was collected through interviews, observation and documentation. The research results show that the main aim of the principal's policy is to produce graduates who are able to compete at the secondary education level, have high values ​​and dedication, and are ready to enter the world of work. Challenges faced include limited access to technology and school infrastructure. The strategies implemented include disseminating policies to teachers, parents and students, effective communication, evaluating teacher performance, and efforts to overcome educational inequalities. In conclusion, the success of school principal policies in improving student achievement depends on effective collaboration between the school, parents and community, as well as the ability to overcome internal and external challenges.

Manajemen Peserta Didik Sekolah Dasar (Studi Multi Situs pada SDN Paringin Selatan 1 dan SD IT Darul Fikri Kabupaten Balangan)

The aim of this research is to describe student management including student admission planning, student development and student evaluation at SDN Paringin Selatan 1 and SD IT Darul Fikri, Balangan Regency. This research is qualitative research in the form of case studies at 2 sites, namely SDN Paringin Selatan 1 and SD IT Darul Fikri. The research data sources are school principals and teachers. Data collection was carried out through interviews, observation and documentation and then analyzed using within-site data analysis, individual site analysis and cross-case data analysis. Checking the validity of the data was carried out by source triangulation. The research results from 2 research sites illustrate that student admission planning includes stages starting from analyzing student needs, such as planning the number of students who will be accepted, forming a new student admissions committee and holding promotions and outreach, implementing the School Environment Introduction Period (MPLS). Developing students by creating a comfortable and conducive learning atmosphere, integrating the general curriculum with character and religious education values. Organizing extracurricular activities as a means of channeling students' talents and potential. Student evaluations, attitude competency evaluations, knowledge competency and skill competency evaluations are all contained in evaluation reports in the form of student report cards, remedial implementation and teacher performance evaluations. The conclusion of this research is that student recruitment planning includes: analysis of student needs, student recruitment planning, student selection, student orientation and reporting of new student data. Student development includes coaching in the learning process, coaching in extracurricular activities and coaching students in discipline. Student evaluation includes the development of children's knowledge, reports on children's learning outcomes, remedial activities and evaluation of teacher performance. Keywords: Elementary School Students, Management olah Dasar

Research on the Performance Evaluation System of Teachers in X University based on Analytic Hierarchy Process

In 2019, the gross enrollment rate of higher education in China was 51.6 %, and higher education has entered a period of universalization. the gross enrollment rate of higher education in China has reached 60.2 % by 2023. The change in education methods has caused problems such as declining teaching quality and shortage of school resources in colleges and universities. College teachers are the disseminators of culture, the backbone of teaching and educating people, and a group of high-quality talents in society and colleges and universities. They are the key to improving the quantity and quality of talent training in colleges and universities [1]. In this context, the performance evaluation of college teachers is particularly important, and the performance evaluation system of college teachers is a weather vane of teacher behavior. A scientific and reasonable performance evaluation system for college teachers can effectively motivate teachers to improve their teaching ability, education ability, scientific research ability, social service ability, etc. This paper uses the Delphi method to screen and determine the evaluation indicators initially extracted, and establishes a local university performance evaluation index system that includes the first-level indicators of teacher ethics, teaching level, scientific research ability and social service, 11 second-level indicators and 29 third-level indicators. In order to verify the effectiveness of the index system, a combination of qualitative and quantitative methods is used to take X University as an example. On the premise of understanding the current status of teacher performance management in X University, the performance of teachers in X University is evaluated. Finally, the performance evaluation results of X University are analyzed, and according to the actual situation of X University, suggestions are put forward for the performance evaluation of teachers in X University from three aspects: strengthening teacher workload management, improving performance evaluation feedback mechanism, establishing teacher performance incentive mechanism, strengthening teacher social service, and improving teacher scientific research ability.

IMPLEMENTATION ANALYSIS OF THE NATIONAL POLICY ON EDUCATION ON EARLY CHILDHOOD EDUCATION IN AKPABUYO LOCAL GOVERNMENT AREA, CROSS RIVER STATE

This study is an evaluation of the implementation of the National Policy on Education's provisions for Early Childhood Education (ECE) within Akpabuyo Local Government Area, Cross River State, Nigeria. The research aimed to assess the extent to which the policy's guidelines are being implemented in the local ECE centers. It utilized a survey methodology, gathering data through the Early Childhood Education Performance Evaluation Questionnaire (ECEPEQ) from a sample of 97 educators and 11 principals across 20 institutions. The study was conducted against the backdrop of a growing global focus on ECE and its impact on children's development, readiness for school, and long-term outcomes. The research is particularly relevant in the context of Nigeria, where the formal recognition of ECE began in 1977 with the National Policy on Education, which has since been revised multiple times to improve the quality of education provided to young children. The outcomes of the study indicated that while there exists a policy framework for Early Childhood Education overseen by the Local Government Area, there are significant gaps in the monitoring and application of these policies such as the inconsistent Application of the Play-way Approach and lack of integration of the local language. Although the teaching staff are adequately qualified with the National Policy on Education curriculum duly followed, the play-way approach to teaching was not uniformly applied as suggested. Additionally, integration of the local language into the classroom setting was found to be lacking. Consequently, it is advised that the government should implement robust monitoring systems and foster ongoing dialogue to guarantee the successful execution of the National Policy on ECE throughout the State.

Manajemen Perencanaan Pengembangan Kompetensi Pedagogik Guru Kelas Dalam Meningkatkan Kualitas Pembelajaran Peserta Didik (Studi Kasus di SDN Se-Kecamatan Cipaku Kabupaten Ciamis)

The quality of student learning is not yet optimal, this is in accordance with empirical data that the decline in achievements achieved by students in the academic and non-academic fields and the lack of professional teaching graduates means that planning management for developing teacher pedagogical competence is needed. The research was conducted using a descriptive analysis method with a qualitative design. The data analysis technique used is an interactive analysis technique, through data reduction, data presentation, drawing conclusions, and triangulation. The results of the research inform that (1) Planning for the development of pedagogical competence at SDN 2 Cieurih, SDN 3 Cieurih and SDN 1 Jalatrang was made based on the results of identifying needs and vision, mission and goals that had been determined, in its implementation the planning for developing teacher pedagogical competence was carried out in the form of meetings Work. (2) Implementation of pedagogical competency development at SDN 2 Cieurih, SDN 3 Cieurih and SDN 1 Jalatrang by participating in teaching, learning and administrative meetings, scientific forum programs held by local agencies in the form of education and training, making lesson plans, KKG, seminars or workshops . (3) evaluation Planning for the development of pedagogical competence focuses more on evaluating teacher performance through supervision activities with classroom action assessments. Apart from that, the principal also holds monthly work evaluations, one of which discusses the activities that have been carried out by teachers after participating in scientific forum activities outside the school. The monthly meeting is a control over the implementation of activities that will be carried out as well as an evaluation of activities that have been carried out previously. (4) Follow-up to the development of teacher pedagogical competence is to give awards to teachers who have met standards, provide coaching by holding meetings between school principals and teachers through face-to-face meetings and implementing the MGMP (Subject Teachers' Conference) program. ) (5) Supporting factors, namely teaching staff with a bachelor's degree, available funds, and complete infrastructure. Meanwhile, the inhibiting factor is that a handful of teachers who are approaching retirement have difficulty or are less interested in activities to develop the competence of teaching staff, in addition to having problems with timing at the same time as teaching schedules.

Performance Evaluation in Higher Education – A Comparative Approach

Abstract Higher education stands as an essential base point in the current knowledge societies, shaping the way to sustainable growth and enhanced life quality. Literature recognizes higher education institutions as powerhouses which, through their own capabilities and partnerships, can champion innovation in a transformative way. Being widely praised for the transformative output they generate through the conducted operations, literature notes that when the educational process is defined by an outstanding quality and performance, multiple benefits arise for all the stakeholders involved. However, since quality and performance are very nuanced and volatile concepts, ensuring them in higher education necessitates a good understanding of the educational ecosystem as well as its ongoing monitoring. To encourage this aim, the selection of proper key performance indicators and the consistent implementation of performance appraisal actions have to be enacted so the end beneficiaries of the educational process and other stakeholders are provided maximal quality. As performance evaluation can be deployed by considering various indicators, higher education institutions need to carefully design, apply its steps and run follow-up actions to determine what is still to be improved.

Development of Teaching Performance Evaluation Application for Lecturers Using K-Nearest Neighbor Method with Manhattan Distance Approach

Based on the initial observation, there are several underlying issues that form the basis of this research. The teaching performance evaluation at Padang State University has limitations regarding the courses to be evaluated. Each student can only evaluate 5 (five) courses per semester, where these five courses are randomly selected by the system, allowing each student to evaluate different courses even in the same class. The evaluation of teaching performance at Padang State University is not specific to individual lecturers but to the courses. One course can be taught by several lecturers, so students evaluating the learning cannot provide assessments for each lecturer. This results in each lecturer not having their own performance results. Furthermore, the teaching performance evaluation at Padang State University does not have a classification for the filled evaluations, thus requiring a long time to calculate the final results. This study uses the Research and Development (R&D) method with the 4-D development model consisting of four stages: definition, design, development, and dissemination. The type of data used is primary data obtained from 3 media validators, the evaluation administration of Padang State University, and 46 students. The data analysis technique used is descriptive data analysis to describe the validity and practicality of the developed lecturer performance evaluation application. The results of this development study produced a lecturer performance evaluation with 202 training data, 47 test data, resulting in an accurate system with a precision value of 88.76%, a recall value of 89.93%, and a program accuracy value of 94.04%. The validity results of the web-based learning evaluation conducted by media experts obtained a score of 0.864 with a valid category. The practicality value of using web-based lecturer performance evaluation by students obtained a score of 87.42 with a practical category. Meanwhile, the practicality value obtained by the evaluation administration of Padang State University is 89.33 with a practical category.

Statistical Approach To Optimizing Kirkpatricks Model For English Performance Evaluation In Higher Vocational Education

Statistical Approach To Optimizing Kirkpatricks Model For English Performance Evaluation In Higher Vocational Education

Job Performance of College Teachers in Higher Education with Reference to ICT

The significance of evaluating the job performance of college teachers in higher education concerning ICT integration lies in its profound implications for the quality of education, institutional advancement, and student success. As technology continues to permeate every aspect of society, including education, it is imperative to assess how effectively educators are adapting to these changes and utilizing ICT tools to enhance teaching and learning experiences. Assessing job performance in ICT integration provides insights into the effectiveness of current pedagogical practices and the extent to which technology is being leveraged to improve instructional outcomes. By identifying areas of strength and weakness among college teachers, educational institutions can develop targeted professional development programs to enhance technological proficiency and promote innovative teaching methodologies. Assessing the job performance of college teachers in higher education concerning ICT integration is of paramount significance for fostering innovation, enhancing institutional competitiveness, and promoting student success. By systematically evaluating teacher performance in this domain, educational institutions can identify areas for improvement, allocate resources effectively, and cultivate a culture of continuous learning and adaptation in the digital age.

Portraying Teacher Performance Management in Schools Implementing Semester Credit System

Portraying Teacher Performance Management in Schools Implementing Semester Credit System

IMPACT OF CLASSROOM OBSERVATION TOOL AND RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM ON ELEMENTARY SCHOOL TEACHER PERFORMANCE

This literature review explores the implications of utilizing the Classroom Observation Tool (COT) and Results-Based Performance Management System (RPMS) on teaching performance among educators in public elementary schools. The COT serves as a structured instrument for assessing classroom activities, while the RPMS provides a framework for evaluating teacher performance based on professional standards. Through a comprehensive analysis of existing research and policy documents, this review examines the impact of these systems on teaching effectiveness and student outcomes. Research indicates that the systematic use of the COT allows educators to identify areas of strength and growth in their teaching practice, leading to targeted professional development interventions. Additionally, the integration of the RPMS ensures alignment between teacher assessments and professional standards, promoting accountability and continuous improvement in teaching practice. Studies have shown that educators who participate in regular classroom observations and performance evaluations experience enhanced job satisfaction and morale, leading to greater retention and commitment to their profession. Moreover, the implementation of these systems has been associated with improvements in student learning outcomes, as teachers are better equipped to meet the diverse needs of their students. However, challenges such as resource constraints and resistance to change may hinder the effective implementation of these systems. Moving forward, further research is needed to explore the long-term impact of the COT and RPMS on teaching performance and student achievement. Overall, this literature review highlights the importance of incorporating systematic observation and performance evaluation mechanisms into teacher professional development initiatives to promote continuous improvement in teaching practice and enhance student learning outcomes in public elementary schools.