ABSTRACT

Using data from multiple evaluation instruments to evaluate university teachers’ teaching quality has been popular in practice; however, the inconsistency of these evaluation results has not received sufficient attention. This study intended to fill the gap by investigating the main reasons for the discrepancy in teaching performance that resulted from student evaluation surveys and classroom observations of two administrators from the English department in one of the largest universities in Vietnam. Student evaluation surveys (n = 604) suggested that teachers performed better in activities that focused on instructional techniques than when promoting classroom interaction and student engagement. Structural equation models further showed that activities that engaged them in learning and promoted classroom interaction had a strong positive effect on their overall satisfaction with their teachers’ performances. However, interviews with administrators from the department revealed the conflicting finding that they felt that teachers whose teaching performance was less satisfactory should focus primarily on instructional techniques.

摘要

在实践中，使用来自多种评估工具的数据来评估大学教师的教学质量非常普遍。但是，这些评估结果的不一致尚未引起足够的重视。这项研究旨在通过调查越南最大的一所大学中英语系的两名管理人员的学生评估调查和课堂观察导致的教学表现差异的主要原因，来填补这一空白。学生评估调查（n = 604）表明，教师在注重教学技巧的活动中表现得比促进课堂互动和学生参与更好。结构方程模型进一步表明，使他们参与学习并促进课堂互动的活动对他们对老师的表现的整体满意度有强烈的积极影响。但是，对部门管理人员的采访却发现了一个相互矛盾的发现，即他们认为教学效果较差的教师应该主要关注教学技巧。