Quality Level of the Standards Used to Evaluate Teaching Performance- University of Ouargla, Algerian- from the Faculty Members’ Perspective

سالمة الامام, سمير بارة
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Abstract

The performance of the faculty members plays a pivotal role in the university’s development, because it directly affects its outcomes that are oriented primarily to serve the community; it’s therefore necessary to pay attention to this performance. Most universities in the world have sought to improve the teachers’ performance, through the development of an integrated system of evaluation that is based on indicators affecting all aspects of this performance. However, the problem is whether there are standards and indicators of good quality to evaluate the performance, especially achieving the quality of higher education today is mainly linked to the quality of the educational skills of university professors. Therefore, this study attempted to address the following questions: What role do teachers’ performance measurement indicators have in achieving quality? To what extent the application of these indicators is of quality from the  perspective of professors of the Faculties of Law and Political Science and Humanities at the University of Ouargla? To answer these questions, the descriptive approach was followed by developing a questionnaire which was distributed to a random sample consisting of 212 professors of both colleges. After the analysis data and interpretation of results, the study revealed the following: The teaching performance of university professor is considered an integrated system which is of great importance in achieving educational goals at the university level. The evaluation of university teachers’ performance plays a major role in improving the level of educational performance. Even though the university professor recognizes the importance of the measurement process of educational performance, more than half of the sample were of the opinion that this process needs more indicators, because the existing ones are characterized by inflexibility and formality; and this affects the quality of the process.  Keywords: Faculty member, Measurement of educational performance, Performance indicators, Quality of higher education.
从教师的角度评价教学绩效标准的质量水平——阿尔及利亚瓦尔格拉大学
教职员工的表现在大学的发展中起着举足轻重的作用,因为它直接影响到大学的成果,而这些成果主要是为社区服务的;因此,有必要关注这一表现。世界上大多数大学都试图通过建立一个综合的评估系统来提高教师的表现,该系统以影响教师表现的各个方面的指标为基础。然而,问题是是否有良好的质量标准和指标来评估绩效,特别是今天实现高等教育的质量主要与大学教授的教育技能质量挂钩。因此,本研究试图解决以下问题:教师绩效衡量指标在实现质量方面的作用是什么?从瓦尔格拉大学法律、政治科学和人文学院教授的角度来看,这些指标的应用在多大程度上是高质量的?为了回答这些问题,我们采用了描述性的方法,开发了一份随机抽样的问卷,由两所学院的212名教授组成。通过对数据的分析和对结果的解释,本研究发现:大学教授的教学绩效被认为是一个完整的系统,对实现大学层面的教育目标至关重要。高校教师绩效评价对提高教育绩效水平具有重要作用。尽管大学教授认识到教育绩效测量过程的重要性,但超过一半的样本认为这一过程需要更多的指标,因为现有指标的特点是缺乏灵活性和形式;这就影响了过程的质量。关键词:教师;教育绩效测量;绩效指标;
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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