NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1220351
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1354-0602
Evaluating Teacher Performance in Language Learning Classes: The Gap between Students and Department Administrators
Wei, Wei; Hui, Sammy King Fai
Teachers and Teaching: Theory and Practice, v25 n4 p486-500 2019
Using data from multiple evaluation instruments to evaluate university teachers' teaching quality has been popular in practice; however, the inconsistency of these evaluation results has not received sufficient attention. This study intended to fill the gap by investigating the main reasons for the discrepancy in teaching performance that resulted from student evaluation surveys and classroom observations of two administrators from the English department in one of the largest universities in Vietnam. Student evaluation surveys (n = 604) suggested that teachers performed better in activities that focused on instructional techniques than when promoting classroom interaction and student engagement. Structural equation models further showed that activities that engaged them in learning and promoted classroom interaction had a strong positive effect on their overall satisfaction with their teachers' performances. However, interviews with administrators from the department revealed the conflicting finding that they felt that teachers whose teaching performance was less satisfactory should focus primarily on instructional techniques.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam