Effectiveness of teacher performance evaluation according to faculty and students

Abstract

The quality of higher education largely depends on the quality of teaching, making teacher evaluation an essential component. However, doubts persist within the university community regarding its purpose and effectiveness. This study explores the perspectives of faculty and students on the effectiveness of teacher evaluation in an academic unit of the national university of Guatemala. As a starting point, teacher evaluation is understood in its ideal form as a process that enables the measurement and assessment of teaching performance in order to promote professional development and continuous improvement. The research follows a mixed-methods approach, with a sequential design and both descriptive and explanatory scope. A non-probabilistic purposive sample was used, consisting of 20 faculty members and 156 undergraduate students in their final academic cycle, among other stakeholders involved in the issue. Triangulation was achieved both in participants and techniques, through the application of surveys, interviews, and focus groups. Data analysis was conducted using descriptive statistics for quantitative data and content analysis for qualitative data. The results indicate that, as currently implemented, teacher evaluation does not significantly contribute to the improvement of teaching or to the professional development of faculty; rather, the process is largely administrative in nature. As a product of the study, specific suggestions were developed to optimize this process. The findings are useful for reformulating evaluation strategies and enhancing teaching quality in higher education.