 Improving Professional Development: A Case Study on the Influence of Faculty Evaluations in CambodiaVandy Tep SAGE Open, 2024, vol. 14, issue 2, 21582440241241166 Abstract: 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. Keywords: faculty evaluation; performance evaluation; result-oriented work assessment; professional development; Cambodia (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241241166 DOI: 10.1177/21582440241241166 Access Statistics for this article More articles in SAGE Open |
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