Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers

The primary goal of the current study was to investigate how teachers' performance was thought to be impacted by the teacher evaluation process at Lahore's public and private universities. The research examined current issues or difficulties with the teacher evaluation system. Nature of this research was quantitative and survey method was applied to conduct this research and university teachers from all the HEC recognized “general category” public and private universities of Lahore, were target population. Sample was collected from three public and three private general category universities of Lahore through convenient sampling technique. A structured 4-point Likert-type questionnaire was designed. Descriptive and inferential statistics were conducted using SPSS version 25. The structural equation modeling was performed using the Analysis of Moment Structures version 20.0. (SEM). Findings revealed more issues with public institutions' teacher evaluation processes, tools and methodologies, student perceptions of the teacher evaluation, and evaluation results. Due to its poor execution, lack of teacher evaluation approaches, and failure to provide timely feedback, teacher evaluation has little impact on teachers' performance at the public sector universities.

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“…Teachers understand that policy changes also affect those who must be evaluated (Tellez, 2010;Bevan, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%