The Impact of Teacher Evaluation Systems on Teacher Morale and Performance: A Study in a Public University in Afghanistan
DOI:
https://doi.org/10.64386/xhasKeywords:
Teacher evaluation, morale, performance, motivation, teaching practicesAbstract
This qualitative study explores the impact of teacher evaluation systems on teacher morale and performance at a public university in Afghanistan. The research aims to understand faculty members’ perceptions of the evaluation process, how it influences their motivation, and its effects on teaching practices. Data were collected through semi-structured interviews with faculty members from the academic discipline, focusing on their experiences with the evaluation system, the feedback received, and its impact on their professional development. The findings revealed that faculty members' perceptions of fairness, transparency, and the usefulness of feedback significantly influence their morale and teaching performance, as well as faculty who viewed the evaluation process as fair, transparent, and supportive of professional growth reported higher job satisfaction and motivation, leading to improved teaching practices. In contrast, those who perceived the evaluations as unclear, unfair, or disconnected from professional development expressed frustration and disengagement, which negatively impacted their morale and performance.
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