Reporting on the results of a sequential mixed-methods study conducted in the Iranian higher education context, this paper addressed measures and features of teacher effectiveness evaluation from EFL lecturers’ perspectives. In so doing, two groups of lecturers were recruited to participate in quantitative (n = 43) and qualitative (n = 14) phases of the research. The findings obtained from a researcher-developed questionnaire and semi-structured interviews were threefold. First, five independent evaluation measures (SETs/students’ ratings, student learning outcomes, peer evaluation, self-evaluation, and observation) were introduced. Second, features of a successful teacher evaluation system were discussed. Third, evidence for a differentiated teacher appraisal model was presented. The model discussed called for L2-specific features in L2 teacher effectiveness evaluation. The findings were imbued with several implications for the main stakeholders, e.g. administrators and teachers.

在对伊朗高等教育背景下进行的顺序混合方法研究的结果进行报告的过程中，本文从EFL讲师的角度探讨了教师效能评估的措施和特征。这样，招募了两组讲师参加定量（n  = 43）和定性（n = 14）研究阶段。从研究人员开发的调查表和半结构化访谈中获得的结果是三倍的。首先，引入了五项独立的评估措施（学生/学生的评分，学生的学习成果，同伴评估，自我评估和观察）。其次，讨论了成功的教师评估系统的特征。第三，提出了差异化教师评估模型的证据。讨论的模型要求在L2教师效能评估中使用L2特定功能。调查结果对主要利益相关者（例如管理人员和教师）产生了一些影响。