Student's Standpoint about Qualitative Assessment of Performance of Faculty Members

In every educational system, educators are one of the effective components in the learning process. Therefore survey the quality of their performance should be considered by educational planner to improve the universities. The goal of the present study is Students’ standpoint about qualitative assessment of performance of faculty members to inform them of their performance.

The total statistical population for the study consisted of 1159 students at Shahid Hasheminejad’s female campus of Farhangian University in the 2016-2017 academic year. The sampling method was random stratified based on the field of study of 288 participants. The data was gathered using a questionnaire, which consisted of questions on personal attributes, assessment of performance of faculty members and the method of questionnaire completion. The validity of the contents of the questionnaire was confirmed by seeking opinion of the experts and its reliability was assessed using the Cronbach's alpha (0.87) test. The needed data were collected by a questionnaire after confirming its validity and reliability. To analyze the data, statistical indices such as mean, standard deviation and Pearson correlation coefficient using Spss version 24 was used.

Personality of faculty members with an average 68.71% and standard deviation of 0.97 is the most important and teaching method, and evaluation with an average 47.28% and standard deviation of 1.05 is the less important dimensions from students’ standpoint. No Significant correlation was observed between students’ standpoints and their GPA (p = 0.716 & r = 0.03).

According to the results, lecturers need mechanisms such as retraining and continuous instructions to improve the quality of teaching.