Evaluación del desempeño docente en la Preparatoria 1 de la UAGro / Evaluation of teaching performance in UAGro High School 1

2017 ◽  
Vol 8 (15) ◽  
pp. 636-660
Author(s):  
Delia Faustina Albarrán Millán ◽  
Lucía Esmeralda Alarcón Albarrán
Keyword(s):  
High School ◽  
Teaching Performance ◽  
Evaluation Of Teaching

La investigación muestra los resultados de la evaluación del desempeño docente desde el enfoque por competencia, partiendo del análisis de los diferentes referentes teóricos acerca de las competencias que debe tener el profesor. El propósito de nuestro estudio fue profundizar en la identificación de aquellas competencias relacionadas con el desempeño docente. Para ello se realizó un estudio  descriptivo transversal con un enfoque cuantitativo en una muestra de 176 alumnos. La metodología de investigación fue de tipo cuantitativa, fundamentalmente descriptiva. En su mayoría, los profesores evaluados por los estudiantes  no fueron aprobados en su desempeño.

Evaluation of Teaching Performance in the Context of Emergency Remote Teaching

2021 ◽  
Author(s):  
Gustavo Villar-Mayuntupa ◽  
Fernando Alvarado-Rojas ◽  
Ivan Iraola-Real
Keyword(s):  
Teaching Performance ◽  
Evaluation Of Teaching

Redesign of the System for Evaluation of Teaching Qualities in Anesthesiology Residency Training (SETQ Smart)

2016 ◽  
Vol 125 (5) ◽  
pp. 1056-1065 ◽  
Author(s):  
Kiki M. J. M. H. Lombarts ◽  
Andrew Ferguson ◽  
Markus W. Hollmann ◽  
Bente Malling ◽  
Onyebuchi A. Arah ◽  
...  
Keyword(s):  
Residency Training ◽  
Clinical Teaching ◽  
Teaching Performance ◽  
Self Evaluation ◽  
Faculty Teaching ◽  
Multicenter Survey ◽  
Scale Scores ◽  
Global Ratings ◽  
Evaluation Of Teaching ◽  
Generalizability Analysis

Abstract Background Given the increasing international recognition of clinical teaching as a competency and regulation of residency training, evaluation of anesthesiology faculty teaching is needed. The System for Evaluating Teaching Qualities (SETQ) Smart questionnaires were developed for assessing teaching performance of faculty in residency training programs in different countries. This study investigated (1) the structure, (2) the psychometric qualities of the new tools, and (3) the number of residents’ evaluations needed per anesthesiology faculty to use the instruments reliably. Methods Two SETQ Smart questionnaires—for faculty self-evaluation and for resident evaluation of faculty—were developed. A multicenter survey was conducted among 399 anesthesiology faculty and 430 residents in six countries. Statistical analyses included exploratory factor analysis, reliability analysis using Cronbach α, item-total scale correlations, interscale correlations, comparison of composite scales to global ratings, and generalizability analysis to assess residents’ evaluations needed per faculty. Results In total, 240 residents completed 1,622 evaluations of 247 faculty. The SETQ Smart questionnaires revealed six teaching qualities consisting of 25 items. Cronbach α’s were very high (greater than 0.95) for the overall SETQ Smart questionnaires and high (greater than 0.80) for the separate teaching qualities. Interscale correlations were all within the acceptable range of moderate correlation. Overall, questionnaire and scale scores correlated moderately to highly with the global ratings. For reliable feedback to individual faculty, three to five resident evaluations are needed. Conclusions The first internationally piloted questionnaires for evaluating individual anesthesiology faculty teaching performance can be reliably, validly, and feasibly used for formative purposes in residency training.

scholarly journals Senior High School Teachers’ Perceived Level of Communication Skills and Teaching Performance

2019 ◽  
Vol 2 (3) ◽  
pp. p17
Author(s):  
Chelou M. Tizon
Keyword(s):  
High School ◽  
High School Teachers ◽  
Communication Skills ◽  
Communicative Competence ◽  
Senior High School ◽  
Research Approach ◽  
Teaching Performance ◽  
Validity And Reliability ◽  
School Teachers ◽  
School Heads

Teachers handling subjects in English medium can help learners’ develop English communicative competence if they themselves possess a high level of communication skills in the language. In this study, Division of Ozamiz City’s senior high school teachers’ perceived level of communication skills in English, teachers’ teaching performance in developing learners’ communicative competence, and the correlation between the two were explored. The quantitative research approach was utilized by collecting data from 75 senior high school teachers, ten school heads, and 356 learners using researcher-made instruments that passed the validity and reliability tests. Data were analysed through descriptive-correlational research design using mean and standard deviation and Pearson r- Pearson product-moment correlation. In this study, it is found out that teachers perceived themselves to be superior in terms of their English communication skills while school heads and learners perceived them to be outstanding in their teaching performance. Results also revealed that teachers’ communication skills and teaching performance have no significant relationship. It is recommended that teachers be provided by school heads with opportunities to sustain their superior level of communication skills and outstanding teaching performance. More attention should be given to teachers’ writing skills and being initiators of communicative situations as these two constructs received the lowest rating from the respondents.

Evaluation of teaching performance in U.S. dental schools

1988 ◽  
Vol 52 (2) ◽  
pp. 102-107
Author(s):  
RR Scruggs ◽  
MC George ◽  
DL Raney ◽  
DL Miller
Keyword(s):  
Teaching Performance ◽  
Evaluation Of Teaching ◽  
Dental Schools
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