LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 4 April 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Faculty Classroom Performance

Safdar Rehman Ghazi, Ph.D.
Gulap Shahzada, M.A., M.Ed.

Abstract

The study was conducted with the objective to assess the faculty classroom performance. One hundred eighty one students were sampled. A questionnaire of 20 items (Standardized HEC Teacher Evaluation form 2009) was used for the collection of data focusing on various aspects of faculty classroom performance. The collected data was analyzed, tabulated and interpreted using percentage. It was concluded that the teachers were efficient and well aware of their duties.

The strong areas of their performance were: prepare for each class, demonstrate the knowledge of the subjects, show respect towards students and encourage their class participation and their arrival on time, motivate students to do their best work, and explain the things clearly. The weakened areas of their performance were: to give citations regarding current situation with reference to Pakistani context, to use a good variety of teaching methods, and they never seemed to think about the demands made by other modules. A special training for teaching methods is recommended for the most weakened areas of their performance.

Keywords: Teacher, Faculty, Performance, University, Higher Education, Classroom

Introduction

Teacher performance can be thought of as those things a teacher does, both inside and outside of the classroom. Because specialized knowledge does not automatically translate to effective classroom performance, it is necessary to evaluate not only what a teacher knows but also what a teacher can do. Teacher performance thus includes such instructional basics as how well a teacher plans learning activities, maintains a positive classroom environment, communicates with students, and provides productive feedback. It also includes activities outside the classroom, such as advising student groups, taking part in committees and other school-wide work, and communicating with parents. Parents, students and society as a whole expect a return in higher education that is quantifiable, standard, and measurable in terms of values which are incongruent with those originally envisioned for such institutions.

On Defining Faculty Evaluation

Miller (1987) faculty evaluation defines as a process designed to improve faculty performance (a development process), or (2) a procedure that assists in making personnel decisions (a reviewing process). Another particular concern has to do with evaluating the performance and vitality of tenured faculty members (Licata, 1986). Vitality refers to the faculty member's ability and interest in continuing to grow.

Performance evaluation is the process of evaluating the relative worth or ability of teacher against pre-determined, job-related performance standards usually set by job-descriptors. Faculty evaluation should focus on the teaching performance and not on the faculty member's scholarly reputation or productivity. Faculty evaluation must be tied to the institutions incentive-and-reward system and evaluation should be supported by means of faculty development in the form of instructional resources that facilitate classroom instruction.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Safdar Rehman Ghazi, Ph.D.
Institute of Education & Research
University of Science & Technology
Bannu, 28100, Khyber Pakhtunkhwa, Pakistan
drsrghazi@yahoo.com

Gulap Shahzada, M.A., M.Ed.
Institute of Education & Research
University of Science & Technology
Bannu, 28100, Khyber Pakhtunkhwa, Pakistan
gulap_786@yahoo.com






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