Faculty Performance Appraisal by Students: A Basis for Supervisory Plan Model

Abstract

Universities and colleges all around the world have utilized a variety of approaches for teacher assessment because they recognize the necessity of maintaining high standards. The practice of students evaluating their professors has gained popularity as educational institutions increasingly depend on these evaluations to influence decisions concerning academic promotion, tenure, and professional progress. This study utilized a quantitative research design with existing data analysis to examine the faculty performance appraisal by students as the basis for the supervisory plan model. Specifically, the study examined a thorough assessment of teacher performance. The approach usually entails the systematic collection of student input—often through surveys or evaluations—and the analysis of this data. A purposeful selection of eleven (11) contractual faculty in the college was made, of which 90 students were selected using a stratified random sample technique. A well-structured standard teaching efficiency rating (TER) scale form II was used among selected students for the purpose of this study, which was distributed to students during PED 004, PED 003, and PED 11. The 90 TER were retrieved. The data gathered were collated, tabulated, and analyzed using statistical tools for social science (SPSS v25). Educational institutions may find this material useful in maintaining and raising the standard of instruction they offer. However, it is essential to ensure that the appraisal process is open, equitable, and based on well-thought-out criteria in order to avoid subjectivity and biases in the evaluation.