The Implications of Online Faculty Evaluation by Students to PUP Branches and Campuses Faculty: Basis for Policy Review and Implementation

Abstract

Any faculty evaluation by students is a good yardstick to measure how effective faculty in delivering classroom duties. The results from this exercise are expected to provide indexes that will guide policy makers and implementers if it is about time to revisit and reassess prevailing practices related to teaching performance. Thus, this study aims to determine the perception of the PUP faculty from branches and campuses about the student’s online evaluation and investigate the implication of results to their performance as teachers in higher education institution. Descriptive and inferential statistics were used to interpret data. The researchers utilized primary data through self administered survey questionnaire and secondary data as well. Findings revealed that in general, the faculty find the criteria in four areas of evaluation namely: commitment, knowledge of the subject, teaching for independent learning and management of learning, acceptable. They agree with the rating scale and its equivalent description. The perceived delivery of faculty duties in four areas showed improvement. The faculty recognized that their personal and social development had improved. When respondents were grouped according to highest educational attainment, significant difference was observed on commitment area. Majority of the faculty felt that students do not fully understand the content of the evaluation instrument, and worst, they use it as an opportunity to get even with the professors they dislike. It is therefore recommended to simplify the statements in the instrument to make it more student-comprehensible. To further improve the performance of the faculty, deans and chairpersons may identify administrative concerns of their faculty and address areas that need training, retooling, mentoring, and other forms of intervention as they may see appropriate.