An investigation of factors influencing student evaluation of teacher performance: A comprehensive study in Semnan University of Medical Sciences

• Main Authors: Raheb Ghorbani, Saeed Hajaghajani, Abedin Vakili, Ali Rashidy-Pour
• Format: Article
• Language: fas
• Published: Semnan Univeristy of Medical Sciences 2011-10-01
• Series: Majallah-i ̒Ilmī-i Dānishgāh-i ̒Ulūm-i Pizishkī-i Simnān
• Subjects: Semnan University of Medical Sciences; students; attitude; faculty evaluation
• Online Access: http://www.koomeshjournal.ir/browse.php?a_code=A-10-9-3&slc_lang=en&sid=1

Introduction: Student evaluations provide teachers with important feedback from the consumer's point-of-view. Although substantial research has been conducted with regard to the factors influencing reliability and accuracy of student evaluation of teaching quality, but the results are controversial and need to further research. Thus, this comprehensive study was conducted to determine the role of different factors influencing student evaluations of teacher faculty at Semnan University of Medical Sciences students, Iran. Material and methods: This analytical-descriptive study was conducted with participation of all students at least at the levels of the second semester to up of their education program at Semnan University of Medical Sciences in the academic year of 2009. A questionnaire containing demographic data and some factor influencing on teacher evaluation including effective teaching skills (9 questions), faculty personal characteristics (15 questions), educational principles and laws (1 question), personal characteristics and attitudes of students toward lessons (10 questions), daily time and place of lecture presentation (4 items), and teacher evaluation process at the University (6 questions) was given to each student before the starting of lecture at the classroom. The questionnaires were collected, and the data were analyzed using appropriate statistical methods appropriate. Results. Results showed that from the viewpoints of students proficiency on the course (94 %), good-tempered (93 percent), confidence (92.7%), expressive power (91 percent), organizing the contents and having interest to teaching (90%), personality (90 percent), and old or up-to date of teaching materials (83%) have high and higher influences on student evaluation of teacher quality. Most Students (63.3%) expressed that their personal issues have low up to very low influence on teacher evaluation. Additionally, a significant relation between the gender (P<0.001), native and non native status (P<0. 01) and study field of students (P<0. 01) with teacher evaluation score was found. Finally, no significant relation was observed between student rating with faculty evaluation (P>0. 05). Conclusion: The results of this study showed that acdamemic capability (such as academic proficiency and providing new and updated scientific information on the course subject) is one of the most important factor influencing teacher evaluation outcomes. Also, it seems that not only teaching methods, but also teacher personality can increase student enthusiasm and motivation for learning that ultimately improve the quality of education.