Improving Professional Development

A Case Study on the Influence of Faculty Evaluations in Cambodia

Bibliographic Data

ID16915894
AuthorsVandy Tep (0000-0002-0895-3821, Hiroshima University of Economics, corresponding author)
Year2024
Volume14
Issue2
Publication date2024-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440241241166
OpenAlexW4399051632
LanguageEN
References cited16

Faculty evaluations play a key role in improving teaching quality in higher education institutions. However, the development of evaluation programs worldwide has paid little attention to the impact of faculty evaluations on teacher educators’ professional development. This qualitative case study examined the influence of faculty evaluations on individual professional development at teacher education institutions in Cambodia. The results indicated that performance evaluations developed by management teams were beneficial for identifying strengths and improving professional and instructional practices. In addition, the performance evaluation results were used for self-improvement and self-regulation in continuous professional development plans and shared with supervisors and colleagues. Moreover, although teacher educators appreciated performance evaluation and reported that they led to their professional development and cultivated a sense of responsibility in the workplace, their process remained limited. Recommendations for performance evaluations to improve professional development are provided

Faculty Development · Medical education · Pedagogy · Professional development · Cambodian History and Society · Evaluation and Performance Assessment · Evaluation of Teaching Practices · Medicine · Psychology

Tools

Open DOIOpen Access