EVALUATION OF TEACHERS’ COMPETENCY IN HIGHER EDUCATION: THE CASE OF EVALUATION BY STUDENTS IN ARBA MINCH UNIVERSITY, ETHIOPIA
DOI:
https://doi.org/10.46827/ejes.v0i0.3053Keywords:
teachers’ competency, students’ evaluation, higher educationAbstract
This study aims to investigate the teachers’ competency as evaluated by students in Arba Minch University. To this effect, the study identified four main categories to measure teachers‘ competencies; subject matter knowledge, professional skill, ethical quality, and time management. Descriptive survey type of mixed-method design was used. Institute of Technology and the College of Business and Economics were selected from two institutes, five colleges, and four schools in the university through stratified sampling. Stratification was made based on natural and social science fields. A two-stage simple random sampling technique was used to select 947 undergraduate students with their respective 32 teachers from the selected Institute and College. Data were gathered through the harmonized instructor’s performance evaluation scale, which was developed by the Ministry of Science and Higher Education of the country. For the analysis of data; mean, standard deviation, independent sample t-test, and bar graph were employed. The analysis has shown that the results of teachers as evaluated by students were moderate in subject matter knowledge, professional skill, and time management competencies. Whereas, in ethical quality it was found to be high. Technology Institute teachers’ competency was comparatively higher than the competency of teachers from the College of Business and Economics. Further, it was found that the competency of teachers from the Institute of Technology significantly differs from the competency of teachers from College of Business and Economics with respect to subject matter knowledge, professional skills, and ethical quality. However, the mean score of time management for teachers of the Institute was (3.59±1.18), while for the College teachers it was (3.63±1.17) but this difference was statistically not significant (t= -.538, p=.59). The result has also shown that the major students' feedbacks related to the strength and issues to be improved by teachers in line with the four areas of competencies. Therefore, teachers who evaluated as below average and average levels should use this input to improve their teaching practice and the university should give special emphasis to improve teachers’ average levels of competencies through instructional skill and higher diploma program trainings.
Article visualizations:
References
Abílio A. F. B. (2017). The Evaluation of Teachers’ Competencies in the Higher Education of East Timor: Students Perspective. Review of Social Sciences, 02(01), 36-51.
Accomplished California Teachers (2015). A coherent system of teacher evaluation for quality teaching. Education Policy Analysis Archives, 23(17).
Aleksandra Č., Marina D., Vlatka D., Mina Đ., Renata J., Svjetlana K-V., Morana K., Jasminka L., Sanja L-V., Daliborka L., Branko M., Renata Š., Marko T., Vlasta V., and Katja V., (2018), Emphasis on Developing and Upgrading of Competences for Academic Teaching (EDUCA-T); Handbook for teaching Competence Enhancement in Higher Education; Ministry of Science and Education Zagreb.
Arockia, D. (2007). Teacher Effectiveness of College Teachers. Journal of Research Extension, Vol.3, No.11, 21-22.
Aultman L. P. (2006). An unexpected benefit of formative student evaluations. College teaching; 54(3):251–85.
Beran, T., and C. Violato (2009). Student Ratings of Teaching Effectiveness: Student Engagement and Course Characteristics. The Canadian Journal of Higher Education, 39:1-13.
Berk, R. A. (2005). Survey of 12 Strategies to Measure Teaching Effectiveness. International Journal of Teaching and Learning in Higher Education, 17(1), 48-624
Braga, M., Paccagnella, M., Pellizzari, M. (2014). Evaluating students’ evaluations of professors. Economics of Education Review 41, 71-88.
Carrell, S. E., West, J. E. (2010). Does professor quality matter? Evidence from the random assignment of students to professors. Journal of Political Economy, University of Chicago Press, 118:3, 409-432.
Chen, Y., & Hoshower, L. B. (2003). Student evaluation of teaching effectiveness: An assessment of student perception and motivation. Assessment and Evaluation in Higher Education, 28 (1), 71-88.
Clayson D. E. (2009). Student evaluations of teaching: are they related to what students learn? A meta-analysis and review of the literature. Journal of Marketing Education, 31, 16-30.
Craig, W. (2011). Better teacher appraisal and feedback: improving performance. Grattan Institute, Australia. [Online] Available: http://www.grattan.edu.au.
Creswell, John W., Plano Clark, Vicki L., Gutmann, Michelle L., & Hanson, William E. (2003). Advanced mixed methods research designs. Handbook of mixed methods in social and behavioral research, 209-240.
Cunha, J. M., Miller T. (2014). Measuring value-added in higher education: Possibilities and limitations in the use of administrative data. Economics of Education Review 42, 64-77.
Dargahi H., Mohammadzadeh N. (2013). Faculty members’ evaluation by students: valid or invalid. Iranian Journal of Medical Education. 13(1):39–48. Persian.
Flores, M. A. (Org.) (2010). An avaliação de professores numa perspetiva internacional. Sentidos e Implicações. Lisboa: Areal Editores.
Hatfield C. L., Coyle E. A. (2013). Factors that influence student completion of the course and faculty evaluations. American journal of pharmaceutical education. 77(2):27.
Heine, P., Maddox, N. (2009). Student Perceptions of the Faculty Course Evaluation Process: An Exploratory Study of Gender and Class Differences, Research In Higher Education Journal, Vol. 3.
Liliya, Y. (2010). Student Evaluation of Teachers as an Instrument for Education Quality Control in Russia’s Universities. Quality Assurance Review, 2: 2,145-155.
Mahanty, A. K. (2006). Evaluation of Teacher Effectiveness through Students’ Rating. Edutracks, 7(3), 5-8.
Marsh, H. W. (1987). Students’ Evaluations of University Teaching: Research Findings, Methodological Issues, and Directions for Future Research. International Journal of Education Research 11(3): 253-388.
Marsh, H. W., & Roche, L. (1993). The use of students’ evaluations and an individually- structured intervention to enhance university teaching effectiveness. American Educational Research Journal, 30(1), 217-251.
Miller J. E., Seldin P. (2014). Changing practices in faculty evaluation. Academe 100, 35.
Moreno-Murcial, J. A., Torregrosa, Y. S. (2015). Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university. New Approaches in Educational Research 4:1, 54-61.
Morrison J. (2003). ABC of learning and teaching in medicine: Evaluation. BMJ: British Medical Journal. 326(7385):385.
Murray, H. G. (1997). Does the evaluation of teaching lead to improvements in teaching? The International Journal of Academic Development, 2 (1), 8-23.
Nikolaidis, Y., Dimitriadis, S. G. (2014). On the student evaluation of university courses and faculty members’ teaching performance. European Journal of Operational Research, 238, 199-207.
Parpala, A., S. Lindblom‐Yläänne, and H. Rytköönen (2011). Students Conceptions of Good Teaching in Three Different Disciplines. Assessment & Evaluation in Higher Education 36(5): 549-563.
Renaud, R. D., & Murray, H. G. (2005). Factorial validity of student ratings of instruction. Research in Higher Education, 46, 929-953.
Ryan, J. M. & Harrison, P. (1995). The relationship between individual instructional characteristics and the overall assessment of teaching effectiveness across different instructional contexts. Research in Higher Education, 36(5), 577-594.
Stark P. B., Freishtat R. (2014). An Evaluation of Course Evaluations. Berkley: Center for Teaching and Learning.
Van der Lans, R. M., Van de Grift, W. J. C. M., Van Veen, K. (2015). Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts. Educational Measurement: Issues and Practice, 34: 18-27.
Wachtel, H. K. (1998). Student evaluation of college teaching effectiveness: A brief review, Assessment & Evaluation in Higher Education, Vol. 23 Issue 2.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
