Perceptions of Faculty on the Performance Appraisal Process

In recent decades, there has been increasing pressure for teacher accountability. Additionally, interest in teacher evaluation throughout the field of education has grown. While research has been conducted on multiple factors contributing to student achievement, there is a lack of research in the Vietnamese culture on faculty perceptions of the meaning and interpretation of the faculty performance evaluation. This study addressed faculty perceptions of the evaluation process and overall impact on their teaching performance. The purpose of this qualitative case study was to explore full-time faculty members' perceptions of the performance appraisal (PA) process currently implemented at a local university (i.e., private university in Ho Chi Minh City, Vietnam). Data obtained from individual, semi-structured interviews with 12 full-time faculty was analyzed. After analysis of the data, salient findings were identified regarding the enhancement of teaching quality. Second, substantial factors contributing to the faculty's positive perceptions of the PA process and instructional methods were determined. Leading on from this, this study identified key factors that instructors believe are critical in an effective performance appraisal process. Furthermore, the leadership tools required to make the overall process meet instructors' expectations were met.