Evaluating Teachers’ Performance: A Need for Effective Teaching

Siti Aimah, Bambang Purwanto

Abstract


This article reports a study, which aims to evaluate the EFL teachers’ performance of teaching in the English Education Department of Universitas Muhammadiyah Semarang (Unimus). The study was conducted to find out how competent the English lecturers/university teachers in the Department are in conducting an English Language Teaching (ELT) program in the classroom. A case study was employed to five teachers who taught the fifth-semester students in the Academic Year of 2017/2018. Through an observation during their teaching and learning process by involving four observers and through a questionnaire distributed to the 13 students in the fifth semester. The study shows the different results of teachers’ performance from both the teachers’ and students’ perspectives. Based on observation, it is revealed that the teachers’ performance in ELT program does not show a satisfactory result yet. The teachers tend to use unvarying methods and focus on certain students without knowing that some of them have learning problems. Meanwhile, from the questionnaire distributed to the students, it shows that the teachers have good competencies in conducting an ELT program in the classroom in which one of the indicators is seen from the personality of the teachers.

Keywords


ELT program, teacher’s performance, effective teaching, evaluation

Full Text:

PDF

References


Aimah, S., Ifadah, M., and Bharati, D. A. L. (2017). Building Teacher’s Pedagogical Competence and Teaching Improvement through Lesson Study. Arab World English Journal (AWEJ), 8(1), 66-78.

Arnon, S., & Reichel, N. (2007). Who is the idea teacher? Am I? Similarity and Difference in Perception of Students of Education Regarding Qualities of a Good Teacher and of Their Own Qualities as Teachers. Teachers and Teaching: Theory and Practice, 13(5), 441-464.

Beishuizen, J. J., Hof, E., van Putten, C. M., Bouwmeester, S., & Asscher, J. J. (2001). Students' and Teachers' Cognitions about Good Teachers. British Journal of Educational Psychology, 71, 185-201.

Bullock, M. (n.d). What Makes a Good Teacher? Exploring Student and Teacher Beliefs on Good Teaching. Rising Tide, Vol. 7. (Retrieved from http://www.smcm.edu/mat/wpcontent/uploads/sites/73/2015/06/Bullock-2015.pdf)

Catano, V. M., & Harvey, S. (2011). Student Perception of Teaching Effectiveness: Development and Validation of the Evaluation of Teaching Competencies Scale (ETCS). Assessment & Evaluation in Higher Education, 36(6), 701-717.

Darling-Hammond, L. (2009). Evaluating Teacher Effectiveness. How Teacher Performance Assessments can Measure and Improve Teaching. Center for American Progress. www.americanprogress.org. (Retrieved from https://scale.stanford.edu/system/files/teacher_effectiveness.pdf)

Goe, L., et al. (2008). Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. National Comprehensive Center for Teacher Quality: Washington, DC (Retrieved from https://gtlcenter.org/sites/default/files/docs/EvaluatingTeachEffectiveness.pdf)

Hughes, J. N. (2011). Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustments. The Elementary School Journal, 112(1), 38-60.

Ida, Z. S. (2017). What Makes a Good Teacher? Universal Journal of Educational Research, 5(1), 141-147.

Jabbarifar, T. (2009). The Important of Classroom Assessment and Evaluation in Educational System. Proceedings of the 2nd International Conference of Teaching and Learning (ICTL 2009)

INTI University College, Malaysia.

Jones, J. (1998). Lesson planning: towards purposeful learning and effective teaching. Universidad de Alcalá: Servicio de Publicaciones.

Ndungu, B. W, Allan, G., & Emily, B. J. (2015). Influence of Monitoring and Evaluation by Principles on Effective Teaching and Leraning in Public Secondary Schools in Githunguri District. Journal of Education and Practice, 6(9), 10-17.

Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge University Press: Cambridge.

Santiago, P., & Benavides, F. (2009). Teacher Evaluation. A Conceptual Framework and Examples of Country Practices. Presented at the OECD-Mexico Workshop towards a Teacher Evaluation Framework in Mexico: International Practices, Criteria and Mechanisms, held in Mexico City on 1-2 December 2009 (Retrieved from http://www.oecd.org/education/school/44568106.pdf)

Shian-yun, B. (2012). Evaluation of Teaching Effectiveness in Taiwan’s EFL Context. Selected Papers from the Twenty-First International Symposium on English Teaching. Retrieved from https://www.lttc.ntu.edu.tw/TLResource/Evaluation_of_teaching_effectiveness_in_Taiwan2012.pdf

Sieberer-Nagler, K. (2016). Effective Classroom-Management & Positive Teaching. English Language Teaching, 9(1), 163-172.

Shukla, S. (2014). Teaching Competency, Professional Commitment and Job Satisfaction-A Study of Primary School Teachers. IOSR Journal of Research & Method in Education (IOSR-JRME), 4(3), 44-64.

Syahruddin, et al. (2013). Teachers’ Pedagogical Competence in School-Based Management. Journal of Education and Learning, 7(4), 213-218.

The Regulation of the Minister of National Education No. 16 Year 2007 on Teacher Academic Qualification Standard and Competency. Jakarta.




DOI: https://doi.org/10.24167/celt.v19i1.1369

Bookmark and Share


Copyright (c) 2019 Celt: A Journal of Culture, English Language Teaching & Literature



| pISSN (print): 1412-3320 | eISSN (online): 2502-4914 | web analytics View My Stats