Teaching performance: determinants of the student assessment

Abstract

Purpose The purpose of this paper is to identify the nature and factors that influence student evaluation of the teaching performance of university teachers by integrating two areas of research: services marketing and higher education. Design/methodology/approach A set of hypotheses were developed taking into consideration customer (student), employee (teacher) and service (course) characteristics. They were then tested using data from 952 courses for a three‐year period and employing different multivariate techniques. Findings Students basically evaluate the expertise, attitude and behavior of teachers. The results also indicate that this evaluation is a complex phenomenon that depends on factors related to teacher, student and course profiles. Research limitations/implications Given the nature of the data used here, future studies should extend the scope of research to other institutions, examine quality from an objective standpoint and include teachers’ perceptions and the outcomes of their research activity. Practical implications Based on the results of this paper, the authors recommend the following: to permit teachers to teach the same courses repeatedly, allowing them to consolidate their practice; to provide training in teaching techniques and ethics; to pay particular attention to those students who move to another degree program; and to maintain an appropriate class size. Originality/value This study integrates two areas of research and proposes a wide range of service quality determinants in the context of higher education, including several factors that had not been previously considered.

Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021

“…Maricic et al (2019) found that student ratings of an instructors' clarity, professionalism, and objectivity were more important for male professors in predicting overall impressions, whereas nurturing qualities were emphasised for female professors. Moreover, male instructors were valued for demonstrating knowledge and expertise and female instructors for teaching methodology, providing clear explanations, and attitude Rodríguez et al, 2014). Downstream effects of bias related to SRIs were demonstrated in decisions related to salary increases, with male but not female salaries increasing based on higher SRI scores (Magel et al, 2017).…”

“…Fifteen (23.8%) studies examined the effect of student grades and academic performance on SRIs. Students with academically strong backgrounds or higher GPAs were more likely to complete SRIs (Macfadyen et al, 2016;Reisenwitz, 2016) and rate instructors more positively (Fischer & Hänze, 2019;Rodríguez et al, 2014;Tarun & Krueger, 2016;Tomes et al, 2019;Winer et al, 2016). Further, students expecting higher grades provided higher SRI ratings (Blecich & Zaninović, 2019;Borkan, 2017;Dodeen, 2013;Ewing, 2012;Goos & Salomons, 2017;Jobu Babin et al, 2020;Radchenko, 2020;Socha, 2013;Tarun & Krueger, 2016;Yueh et al, 2012).…”

“…The effect of class size on SRIs was observed in 13 (20.6%) studies. In most studies, class size negatively influenced SRIs, such that smaller courses were rated more favourably (Blecich & Zaninović, 2019;Dodeen, 2013;Ewing, 2012;Goos & Salomons, 2017;Jobu Babin et al, 2020;Macfadyen et al, 2016;Nargundkar & Shrikhande, 2014;Risquez et al, 2015;Rodríguez et al, 2014;Winer et al, 2016). Gender biases in SRIs also increased with class size, with bias against female instructors being most evident in large classes (Martin, 2016).…”

Kinerja Mengajar Guru Sebagai Faktor Determinan Prestasi Belajar Siswa

“…Kinerja mengajar guru adalah penampilan kerja guru dalam menjalankan tugas dan tanggung jawabnya dalam memberikan bimbingan belajar yang berisi pengetahuan dan keterampilan yang akan mengarah pada peningkatan prestasi peserta didik (Rodriguez, Capelleras, & Garcia, 2014). Kinerja mengajar guru yang dimaksud dalam penelitian ini adalah kemampuan seorang guru dalam melakukan tugasnya yaitu menyampaikan ilmu pengetahuan kepada peserta didik sesuai dengan tujuan yang telah dirumuskan.…”

Professional development and interpersonal communication: Influence on vocational teachers teaching performance

“…The ongoing online learning resulted in unpreparedness and a decrease in the performance of vocational school teachers in teaching during the pandemic. Teacher teaching performance is carrying out the duties and obligations in providing knowledge and skills to improve student learning performance (Rodríguez et al, 2014). Teaching performance may be a work execution performed by a teacher in carrying out their obligations and responsibilities in giving learning that contains knowledge and abilities that will lead to an increment in student accomplishment (Kusumaningrum et al, 2019).…”