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Continuous increase of global reliance on sessional staff in higher education has not been accompanied by the development of strategies to enhance quality learning and teaching or understanding the experiences of these staff. This has resulted in a general discontent among this category of academics. The growing importance of building respectful working environments that integrate inclusive care and performance quality leads to the emergence of standards frameworks. Explorations of sessional staff lived experiences are vital to inform policy and practice. This study examined sessional staff predominantly in a marking role in a local context of an Aotearoa/New Zealand University. We explored our markers' agreement with selected principles of an Australian national framework. Based on an anonymous Qualtrics survey, the quantitative data showed our markers agreed with most of the selected Australian framework principles at the individual and department levels. An appreciative inquiry of the qualitative data identified markers' desires for increased professional development, infrastructure and resources, and personal motivation. Considering our markers' experiences, we propose several actions in a workshop format to provide insights for developing better structures and policies for retaining, training, and engaging with sessional staff.

This article examines the impact of course modality on student evaluation of courses and professors. Data were collected through the "Student Perception of Instruction" end of course rating form at the University of Central Florida (UCF), which contains nine items and maintains student anonymity. The findings indicate that while course modality accounts for only 1% of the variance in student evaluations, there is strong internal consistency and reliability in the rating scale. The distribution of ratings showed a concentration of scores at the high end, resulting in a high variability coefficient. However, when the long tail of low ratings was removed, the mean increased and the distribution became more symmetric, affecting various psychometric indices. The correlation matrices among the items revealed a single factor solution for each modality, suggesting that students tend to rely on a general impression when rating their courses. The multidimensional scaling process identified underlying categories such as structure, course climate, engagement, and consideration, even though students did not explicitly differentiate these elements in their responses. The study concludes that course modality has minimal influence on overall student ratings, a finding consistent across different time periods, including the COVID-19 pandemic. Although a single factor captures students' general evaluations, underlying categories shape their responses. The article also presents a classification model that predicts student ratings based on the scale items. This research addresses the complex dynamics of student evaluations, highlighting the nuanced relationship between course modality, student perceptions, and the underlying factors influencing their ratings.

The objectives of this Research and Development were to: Develop Competency-based learning management for Teachers of the science and technology Departments in large-sized secondary Schools under the office of the basic education commission in the northeast. The findings were as follows: I) There were five main components in Developing Teacher Leadership in Competency-based, namely 1) Process management as the basis for learning 2) Self-development and peer teachers 3) Development Course 4) Performance measurement and evaluation 5) Characterization as the teacher. II) The necessary needs of teacher leadership for competency-based learning management were as follows: 1) Performance measurement and evaluation PNI[subscript Modified] = 0.842 and 2) Process management is the basis for learning PNI[subscript Modified] = 0.297. III) A Model for Developing Teacher Leadership in Competency-based for use of the form, Origin, and significance of form, principle, purpose, The content of the format, The process of form supervision, and follow-up 4) Analysis of results. Pre-test and Post-test Score before training and after training difference are significant at 0.05.The results of the evaluation of the behavior and leadership of the teacher in the field of learning management and overall performance in the process of management and learning are very high (x-bar=4.026, S.D.=0.699) and In terms of performance measurement and evaluation, the average value is very high (x-bar=4.144, S.D.=0.710), statistically used by one sample t-test Compared with the average criterion of 3.51, it was found that the average score of teacher leadership behavior in the competency-based learning management was higher than the average of 3.51 with a statistical significance at 0.05.

Teachers have a vital role in students' learning. This role is multifaceted in terms of their design skills and must be unpacked to clearly understand how teachers' daily routines differ with respect to instructional perspectives. This study introduces a comprehensive professional development (PD) program for teachers to build capacity in designing instruction and other design-related skill sets. Employing a person-centered methodology, the study aimed to identify different profiles of teachers in terms of their skills in designing instruction, implementing lessons, updating professional knowledge, digital learning systems, and facilitation/leadership. Through the application of cluster analysis on a cohort of 130 educators, three distinct designer teacher profiles emerged: high-designers (n = 29), mid-designers (n = 64), and low-designers (n = 37). These profiles delineate both shared attributes and discrepancies. In addition, the study delved into the variances within these profiles concerning teachers' grasp of curriculum development and self-reported utilization of innovative pedagogical methods. Means analysis further shows that as the profile gets higher, the curriculum development knowledge and the use of teaching and learning techniques increase. These findings hold significant implications, urging a departure from exclusively emphasizing technical design work when assigning roles to teachers, thereby recognizing the multifaceted dimensions of their contributions. [This article includes an extended summary in Turkish.]

Student Evaluation of Teaching surveys (SETs) are used at universities to inform teaching practice and subject design. However, there is increasing concern about the impact of allegations, abuse, and discrimination in survey open text components. Here we discuss the implementation of an automated screening mechanism using a combination of dictionary and machine learning approaches. We present both a process diagram detailing how the screening is performed, as well as a form of categorisation for comments that are unacceptable or indicate a potential risk of harm. Examples of real comments in each of these categories are presented to demonstrate the depth of the challenge and potential cause for concern. Ultimately, we argue that student and educator wellbeing are inextricably connected and exposing staff to abusive and discriminatory comments causes harm. Furthermore, SETs are an important channel for students to raise concerns about their own wellbeing and potentially unsafe experiences in the learning environment.

The educational environment, in its entirety (ethos, environment, educational offer, teacher-pupil relations, pedagogical actions) is oriented towards meeting formally established quality standards in line with the educational needs of the direct and indirect educational beneficiaries. Ensuring the quality of teaching is a concern of teachers, and they are therefore interested in increasing the degree of professional efficiency and, implicitly, their perception and self-perception. This paper, based on qualitative educational research, presents a comparative analysis of ten case studies, based on specific teaching actions undertaken and self-monitored by primary school teachers in Romania, through the practice of self-analysis of teaching activity. In this paper we aimed to explore the triggers of teachers' higher-quality professional performance generated by the practice of self-analysis of teaching activity. As relevant aspects of teaching effectiveness, perceived by the participants in a focus group, following the practice of self-analysis of the teaching activity, we mention the following formative valences of it: use of critical thinking, knowledge of personal and professional identity, identification of answers to self-reflective questions, teaching self-regulation and awareness of dysfunctions in the educational process.

The purpose of this research is to examine the opinions of teachers and school administrators regarding the Regulation of Teaching Career Steps published by the Ministry of Education. The study group of the research, designed within the framework of the phenomenology research model, one of the qualitative research approaches, consists of a total of 17 participants, taking into account the criterion of having worked as a teacher for ten years or as a specialist teacher for ten years in one of the provinces in the Southeastern Anatolia Region in the 2022-2023 Academic year. Research data were collected through face to face semi-structured interview form developed by the researchers. In the analysis of the research data, content analysis was used. Research findings have reached conclusions such as that teaching career steps are insufficient in terms of developing teachers economic, social and personal rights, don't contribute to Professional development, applications are insufficient, the exam is simple, applications will create duality and cause differences among teachers, it shows that the regulation of teaching career steps should be redesigned and solution proposals should be developed to make teachers economic, social and personal rights more comprehensive.

As principals seek to strengthen their impact on teaching and learning, it is critical to understand how principals provide feedback to teachers about their instruction and the focus of those conversations. This study examined the content and quality of principals' (N = 4) verbal feedback to teachers (N = 11) during post-observation conferences (N = 11) and teachers' perceptions of that feedback. In post-observation conferences, principals emphasized students' opportunities to learn and supportive classroom environment, but rarely provided feedback on curriculum sequencing, the balance of procedural and conceptual knowledge, and teachers' review and feedback to students. The quality of post-observations conferences was rated relatively high by the research team and teachers, with 100% of teachers indicating they were likely or very likely to change their practice based on the feedback they received. Concrete examples from teachers of effective and ineffective feedback are provided. Implications of study findings are discussed.

Teachers (n=14) at four high schools in North Carolina were interviewed about their perspectives of evaluation policy at two time points during the 2016-2017 school year. This study specifically examined statements teachers made about feedback from observations using de-identified interview transcripts. Teachers discussed feedback from formal observations along with other sources of informal observational feedback (e.g., coaches, peers). Overall, teachers described useful feedback as that which provided actionable recommendations informed by the observer's knowledge of three domains: the classroom context (as aided by the frequency and timing of observations), subject area, and pedagogy. Teachers also identified two aspects of formal evaluation that interfered with feedback: breadth of the observational standards and use as a growth measure.

This study aims to determine the opinions of principals and teachers about the inspection of classrooms conducted by school principals. The phenomenological method, which belongs to the qualitative methods, was used for the research. The study's research group consisted of 10 school principals, selected according to the criterion sampling, working in independent secondary schools in the center of Bolu during the second semester of the 2021-2022 school year, and 20 teachers working in these schools. The research data were collected using semistructured interview forms developed by the researcher, and the data were analyzed using descriptive analysis and content analysis. The research found that principals and teachers were positive and negative about principals' knowledge and skills in inspecting classrooms. Principals' problems in classroom observation, the appropriateness of principals' classroom observation, and the effects of principals' classroom observation on teachers' development were also revealed. In addition, it was found that both principals and teachers frequently mentioned: "the topic of in-service training" for principals to make principal inspections more effective. It was also found that the influence and authority of principals should be strengthened, and teachers expressed strong opinions about increasing inspection time. In connection with these findings, it was suggested that principals receive in-service inspection training, extend inspection duration, conduct inspection according to objective criteria, and expand principals' authority for instructional inspection.

One key mechanism through which evaluation facilitates teachers' growth is principals' feedback during teacher evaluation. In this study, we examined the relationship between teachers' perceptions of feedback quality and improvement in their instructional practices. We used student report--a meaningful but rarely used measure--to measure the quality of instruction of two important instructional practices; promotion of cognitive engagement and critical thinking. We used teacher report to measure five characteristics of feedback. We found that feedback that focused on strengths was associated with a higher quality of both instructional practices, whereas focus on ways to improve teaching was associated only with the promotion of critical thinking. Whether feedback was immediate and face-to-face did not predict higher quality instructional practices.

We describe the development and implementation of a holistic annual review process for nontenure-line faculty in the management department at a large, research university. We also discuss the department's evolution from solely utilizing Student Evaluations of Teaching (SET) to a broader array of review criteria, developed by the department's annual review committee. Additionally, we describe the faculty's reasons for initiating such changes and the new criteria, which are designed to reinforce innovative and reflective behaviors consistent with teaching effectiveness. This overview provides faculty and administrators with considerations for broadening the review process beyond SET and empowering faculty to embrace innovations in teaching.

This study was conducted to collect validity evidence to support the use of an observation instrument to evaluate the performance of special education teachers (SETs) of students with significant disabilities (SWSD). In the study, a purposive sample of 49 SETs of SWSD, who were appropriately credentialed and experienced, evaluated the content of the Teacher Rating and Assessment Instrument for Teachers of Students with Significant Disabilities (TRAIT-SD) to determine each item's importance for teaching SWSD. To do this, the participants were presented with the 37 items on the current version of the TRAIT-SD and asked to rate the importance of each using a 5-point Likert-type scale that ranged from very important to not important. They were also requested to provide narrative statements about the items and to recommend any relevant changes to the items, or recommend any new items they deemed to be missing from the current instrument. The results of the study showed that all participants, regardless of degree level, experience, or geographical location, rated all items between important and very important, resulting in all items being retained on the instrument. Additional comments resulted in a small number of items being reworded for clarity, and one new item being recommended for a subsequent version of the instrument.

Faculty evaluations play a key role in improving teaching quality in higher education institutions. However, the development of evaluation programs worldwide has paid little attention to the impact of faculty evaluations on teacher educators' professional development. This qualitative case study examined the influence of faculty evaluations on individual professional development at teacher education institutions in Cambodia. The results indicated that performance evaluations developed by management teams were beneficial for identifying strengths and improving professional and instructional practices. In addition, the performance evaluation results were used for self-improvement and self-regulation in continuous professional development plans and shared with supervisors and colleagues. Moreover, although teacher educators appreciated performance evaluation and reported that they led to their professional development and cultivated a sense of responsibility in the workplace, their process remained limited. Recommendations for performance evaluations to improve professional development are provided.

The study of self-efficacy and its role in teacher performance has intrigued the interest of many researchers over the last two decades. This study aimed to examine the perceptions of teachers regarding the role of principal instructional feedback during the process of teacher performance evaluation in increasing self-efficacy and how it affects classroom management skills. Because self-efficacy is vital in determining teacher effectiveness and student achievement, little is known about the role of the teacher evaluation process in the self-efficacy and classroom management skills development of teachers. Quantitative correlational design methods were used to conduct this research, and the sample was chosen using the simple random sampling of 379 teachers in primary and lower secondary schools in the Republic of Kosovo. Data were gathered using the Teacher Sense of Efficacy Scale (TSES) long form, adapted and modified to meet the research objectives. A moderately positive relationship between evaluation frequency and feedback frequency, feedback frequency, and teacher self-efficacy in classroom management skills was revealed in this study. Additionally, a strong positive correlation between feedback on classroom management and teacher self-efficacy in classroom management skills was also observed. The more frequently teachers go through the performance evaluation process and the more feedback they receive, the more their self-efficacy grows and they develop classroom management skills.

We examine whether one of the most popular observation systems in teacher evaluation--the Framework for Teaching (FFT)--captures the range of instructional skills teachers need to be effective. We focus on the case of special educators, who are likely to use instructional approaches that, although supported by research, are de-emphasized in common observation systems. Drawing on 206 lessons from 51 teachers, we compare FFT scores to an observation system from special education. We find that FFT's psychometric properties are consistent with previous studies, but the system is limited in assessing the quality of instructional practices used in special education. We discuss implications of these findings for two practical uses of observations--supporting teacher development and informing human capital decisions.

This paper aims to evaluate the preservice teachers' teaching performance in a blended field experience during the quarantine of COVID-19. An exploratory sequential mixed method approach was adopted using Strength, Weaknesses, Opportunities, and Threats (SWOT) analysis as a qualitative tool and quantitative data collected using a teacher evaluation rubric that merged the INTASC standards in the Danielson domains. The results show that using SWOT analysis positively impacts teachers' performance: they understand how to use the external environment (seizing opportunities and avoiding threats) to control the internal environment (enhancing strengths and removing weaknesses).

This paper interrogates Stacey's assertion that New South Wales (NSW) education policy is underpinned by a 'particular instance of neoliberalisation' which has significant 'direct and material impacts' on teachers. It examines the role Evidence-based Practice can play in the neoliberalist reform of education globally and analyses the Centre for Education Statistics and Evaluation's What Works Best documents. The paper asserts that the character of education policy in NSW is consistent with the wider Global Education Reform Movement and continues to exhibit and extend the neoliberalist tendencies identified by Stacey. Furthermore, it claims that, through a collection of neoliberalist devices, teachers are being 'governed at a distance' through documents such as What Works Best. It is hoped this paper might provide teachers with 'insights and arguments to help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices'.

The objective of this work was to verify if there is an association between a merit pay policy practiced by the Rio de Janeiro municipal local administration in the patterns of teachers' mobility and attrition. The research followed the movement of teachers who took posts in the Rio de Janeiro municipal system between 2009 and 2011 during the eight years the policy was in effect (2009-2016). Bivariate analyses and comparisons with tests of differences in means were performed. The main result was that the number of times the school reached the goals set by the policy and, consequently, the staff received performance pay presented a correlation with teacher mobility and attrition. Thus, the greater the frequency of school reached the performance target, the higher the probability of retaining teachers.

In recent decades, the governance of educational systems has experienced dramatic changes in many countries. Schools have been given more autonomy whilst being held increasingly accountable at the central level through standardized testing and other forms of external evaluation. The mechanisms of performance-based accountability (PBA) and the consequences attached to test results vary. In high-stakes systems, teachers' careers are more directly connected to students' performance, and low performing schools might risk closure, whereas in lower-stakes systems, the official administrative consequences of accountability for school actors are more symbolic than material. The main aim of this paper is to understand the impact of different forms of PBA on teachers' work from a comparative perspective. Most research on this topic is based on single-context case studies, which makes it difficult to understand the impact of policy factors and professional contexts in teachers' decisions and autonomy. To address this challenge, we review recent investigations (2017-2020) on the topic and compare their findings in different teachers' regulatory contexts. The review includes 101 articles from the SCOPUS and Web of Science databases. We find that evidence on the impact of PBA on teachers' perceptions and beliefs are variegated, and that the implications of PBA on teachers' autonomy does not only depend on the level of accountability stakes, but on teachers' professional regulation.

Peer assessment is an evaluation in which the students are assessing each other. However, do they understand what to assess, how to assess, and the objectivity of the assessment? This study aims to analyse students' ability to conduct peer assessments. The research applied a quantitative research design using questionnaire. The participant was a pre-service teacher who assessed their peers' teaching practices focused on basic teaching skills using questionnaire. The data of ten skills were obtained and analysed using a multi-rater Rasch model with Many-Facet Rasch Measurement. Findings revealed that students' assessment was reliable (0.99), with a high separation index (9.46). The chi-square test showed a significant difference between the levels of the assesses. The exact agreement score was 47.3%, and the expected score was 46.8%. The data showed that the assessors did the scoring independently, the distribution of respondents and items' difficulty levels with the same scales were clear. In conclusion, the results indicated that the students were able to conduct peer assessment objectively. These findings provide support for using peer assessment as an objective and an authentic assessment. For recommendation, the grading rubric should be arranged as clear as possible, conduct assessor training, and more often tests to reduce bias.

The purpose of this research is to analyze the opinions of secondary and high school teachers and administrators regarding the performance evaluation of teachers in the context of performance-based payment policies. In this research, in order to learn about participant views about the subject, basic qualitative research design which is one of the qualitative research methods, was used. The study group is made up of a total of 38 participants, 16 of which were school administrators and 22 teachers from different branches working in secondary and high schools in Gaziantep, Turkey in the academic year of 2018-2019. Maximum variation sampling method as one of the purposive sampling methods was adopted. The data was collected through focus group interviews and individual interviews by using semi-structured interview forms and data were analyzed with content analysis. Based on the research findings, it is understood that most of the teachers and administrators have positive perspectives on performance evaluation process provided that teacher performance evaluation policies are applied democratically. On the other hand, some of the participants showed negative attitude toward the subject. They think that teachers will have difficulty accepting performance system and resist to it. In addition to these findings, participants stated that authorities who will implement this system should be experts in their fields to be able to prevent teachers from experiencing any difficulties. The participants were also asked about the criteria and qualifications to be used in the evaluation of teacher performance, and they offered a variety of ideas that could be applied in teacher performance evaluation system.

In the current study, we sought to understand relations among the key intervention targets of social-emotional and character development (SECD) interventions: character virtues, Positive Purpose, and social-emotional learning (SEL). Sixth, seventh, and eighth grade students (n = 1011, ages 11 to 16, M = 12.94, SD = 1.00) from five urban middle schools in the mid-Atlantic US completed self-report surveys containing measures of five supporting character virtues (diligence, gratitude, forgiveness, future-mindedness, and generosity) and Positive Purpose. Teachers rated students' social-emotional strengths. Hierarchical regressions found a constellation of five character virtues was associated with Purpose and SEL, thereby providing empirical support for the framework for SECD interventions. Exploratory analyses found higher student-reported virtues were associated with a steeper increase in teacher ratings of SEL for males and White students, compared to female students and students of color. The current study contributes to both SEL and character education research by demonstrating positive associations among SEL, character, and Positive Purpose in the context of mid-Atlantic US urban middle schools. Future directions for research include examining how these SECD intervention targets and relations among them develop over time, the ability of SECD interventions to cultivate these skills and virtues, and how differences in teacher ratings by student race/ethnicity and sex may occur.

This paper examines various approaches to evaluating the classroom teacher and discusses the inclusion of dispositions in the evaluation process. A random sample of 150 teachers were asked to complete an online survey focusing on the inclusion of dispositions in their formal evaluations. They were asked to report what specific dispositions were evaluated, and if the specific dispositions were operationally defined. A summary of their responses to the survey items is discussed.

Background or Context: Federal and state reforms have expanded accountability systems for school districts, schools, and teachers. However, there is little evidence that the implementation of new teacher evaluation systems relying on measures of student learning and measures of teaching practice, with differentiated performance categories and rewards and sanctions, have had broad positive influences on teaching practice and student learning. Purpose, Objective, Research Question, or Focus of Study: We seek to contribute to an understanding of the modest influence of teacher evaluation systems by focusing on the targets of the policies--teachers--and how they experience the evaluation systems. Drawing on principal-agent theory and control-value theory, each of which suggests that teacher control over their performance evaluations influences their behavioral responses to them, we develop a taxonomy of teachers' narratives of their subjective control of their evaluations. Research Design: We interviewed 141 New York City teachers working in 27 traditional elementary, middle, and high schools in the 2015-16 school year, asking about their experiences with Advance, the New York City annual teacher evaluation system. We developed a thematic analysis system for coding and analyzing the interviews that began with a set of categories reflective of the larger project's research questions and prior research on performance evaluation in general and teacher evaluation in particular. All told, we coded 4,077 excerpts from the 141 teacher interviews, an average of about 29 excerpts per interview. Findings: Seventy-one percent of the teachers in our sample indicated that they had no control over some aspect of their teacher evaluation ratings. Teachers noted three areas in their ratings that they deemed out of their control: other people's behaviors, notably students, teachers, and the administrators observing and rating their classroom practice; the technology of teacher evaluation, especially the features of observation rubrics and student assessments, and for some teachers, statistical models; and the broader social context of the school, particularly the resources available to support teachers and students and the uncertainties of students' home lives. A small number of teachers noted their control over their teaching practices and control over their own thoughts and behaviors. Conclusions or Recommendations: This study was situated in New York City at a time when many teachers believed the teacher evaluation system was designed to be punitive. Under these circumstances, teachers' responses to the evaluation system hinge on their trust in school leadership and their perceptions of how much voice they have in the design and implementation of the system. This trust is enhanced when teachers have confidence that principals are able to observe their practice accurately and consistently.

The aim of teaching observations and post observation feedback in higher education is to support teachers to reflect on and improve their teaching. Yet, our understanding of tutors' (observers') and teachers' (observees') capacities for capitalising on these feedback opportunities is limited and there is little empirically derived advice for either the observer or the observee on the post observation feedback processes. We argue for the need to conceptualise and operationalise observational feedback literacy as a particular type of feedback literacy which is played out in both the design of the post observation feedback session, and in the moment-by-moment feedback talk. Drawing on the concept of student and teacher feedback literacies, this paper offers a framework of observational feedback literacy which identifies how observers and observees act in feedback literate ways. The framework foregrounds observer feedback literacy and recognises the importance of providing opportunities for observees to enact feedback.

Teaching evaluation is a central process across institutions for faculty retention, promotion, and tenure. While there is a rich literature on methods for evaluating teaching, there is less scholarship on the goals and processes for reforming systems of teaching evaluation. Surprisingly, there is little to no information on teaching criteria at teaching-focused institutions, such as primarily undergraduate institutions. In this article we describe the process of reform of teaching evaluation criteria at our primarily undergraduate institution, which is also a Hispanic-Serving Institution. We present our newly adopted criteria for teaching evaluation for other institutions to build from and describe our process, along with predictable challenges.

This paper reports the findings of the university teachers' competencies on content, pedagogical, and technological knowledge based on TPACK model. Infomed by the cross-sectional research design, this research applied structural equation modeling and machine learning as the major statistical tools to analyse the data derived from self-administered survey and qualitative narratives of the 405 teachers involved in teacher education programs at 23 community and constituent campuses of Tribhuvan University, Nepal. Among the six types of knowledge viz. content, pedagogical, technological, content-pedagogical, technological-content, and technological-pedagogical knowledge observed, technology-related knowledge is found comparatively inadequate in the teachers. Since technological knowledge is the main predictor among these types of knowledge, it should be integrated in instructional planning, learning management system, and use of the digital devices.

This study conducted a quantitative study analysis of teacher competence in linguistically responsive teaching (LRT). To assess performance-oriented competence, we used a test instrument with video vignettes and corresponding items based on situation-specific skills "perception" (What do you perceive?) and "decision-making" (How would you act if you were teacher in this situation?). Participants were required to respond orally. The research questions focused on LRT competence and the connection between (pre-service and in-service) teachers' LRT competence and individual characteristics (subjects of study and LRT-relevant teaching experience), LRT-relevant learning opportunities, and beliefs about multilingualism in school and teaching. We found that experienced teachers and those who studied English as a foreign language had higher test scores, and participants with positive beliefs were more likely to perform better on the test. Positive beliefs appear to play a fundamental role in teachers' identities as linguistically responsive professionals. Also, findings indicate a valid innovative performance-oriented LRT measurement. We suggest a learning environment should be implemented with opportunities to reflect on (pre-service) teachers' beliefs and creating sufficient space for reflecting on experiences, as professionalization succeeds with self-reflection to raise awareness of blind spots. Future research should focus on the relation of teachers' actual classroom performance and situation-specific skills. Furthermore, LRT-relevant learning opportunities should be evaluated in detail to learn more about teacher professionalization in this field.

The study was conducted to assess and evaluate the upper primary English teachers' status of content knowledge, pedagogical knowledge, pedagogical content knowledge and classroom practice. The factors that affected a classroom practice were explored in three dimensions: the students' factors, the teachers' factors, and the institutional factors. Mixed method approach was employed to triangulate numeric and textual data obtained through questionnaires and semi-structured interviews. There were a total of 158 participants from which the sample size was determined. Considering the population size, comprehensive sampling technique was implemented to gather numeric data. For textual data collection, purposive sampling was employed. The data obtained through the questionnaires were analyzed with percentage, mean, standard deviation, correlation, one-way analysis of variance, and post hoc test. The interview data were analyzed thematically. Accordingly, the results revealed that the participants had poor content knowledge whereas their classroom practice was relatively the highest. They held moderate pedagogical knowledge in assessing students' performance whereas they owned inadequate knowledge in classroom management and organization. They had intermediate pedagogical content knowledge in designing the instructional objectives and the context of learning environment, but their knowledge of students' understandings and misapprehensions of a lesson was inadequate. The correlation analysis indicated that there was strong and positive relationship between content knowledge and classroom practice. Conversely, pedagogical content knowledge and classroom practice did not correlate completely. The problems of the teachers' classroom practice were raised from the students', the teachers', and the school factors. The students' factors were found to be the most to hamper EFL teachers' classroom practice and it was followed by the teachers' and then the school factors. Overall, the participants were not responsible for their careers since their status of knowledge bases and classroom practice were inadequate to practice the EFL curriculum successfully and to achieve the desired goals.

This study investigates the influence of lecturer non-verbal cues on student perceptions of teaching quality, considering the moderating effects of gender and age. Non-verbal communication is crucial in instructional settings, impacting students' engagement, learning experiences, and overall perceptions of teaching effectiveness. Drawing on the social identity theory, the study explores the relationships between specific non-verbal cues displayed by lecturers and students' perceptions of teaching quality. A quantitative research design is employed, comprising questionnaires. The participants include 614 students from various Technical University education programs, selected using the Google Form. The questionnaires assess students' perceptions of lecturer non-verbal cues and teaching quality, with Likert scale items (i.e. 1. Strongly disagree to 5. Strongly agree) providing quantitative data. Quantitative analysis reveals significant associations between non-verbal cues such as facial expressions and gestures, and positive teaching quality perceptions. Moreover, gender and age are identified as moderators, affecting students' interpretations of non-verbal cues and subsequent evaluations of teaching quality; however, students do not place much emphasis on these two variables. The findings contribute to instructional communication theory, advancing the understanding of how non-verbal communication influences teaching effectiveness.

This study aims to test the content and face validity of Secondary School Islamic Education Teacher Self-Assessment Instrument (SSIET-SAI) using Content Validity Ratio (CVR), Content Validity Index (CVI) and Cohen Kappa Index (CKI) analysis. They are nine professional experts from universities and schools and two other expert field. Validation process involving 209 items with four main constructs and the constructs namely Reflection of Sustainability of Knowledge, Reflection of Teaching, Humanity Introspection and Continuous Professional Development. Overall findings noted (N = 9, CVI = 0.96, CVR = 183 agreed and refined items) for content validity and (N = 2, CKI = 0.785) for face validity. SSIET-SAI have great potential to be highlighted as a psychometric measuring tool of self-assessment indicator for Islamic education teacher in secondary school.

Technological advancements are pushing new simulation and analytical tools, driving the research fields in design forward. In this environment, for introducing new modeling, simulation, and analytic tools, the pre-training aspect becomes important, presenting the ideas behind the tools and preparing the students to structure their already grasped knowledge and future learnings. This study aims to address the potential of efficient workshops for pre-training activities via active learning methods for introducing new concepts and tools in advanced computer-aided design. The students participate in the workshops after lectures and before their exercise session to enhance learning and reduce the ambiguity of the newly introduced topics and tools. For performing the study, a design research methodology is followed to design an efficient workshop based on research clarification, descriptive, and prescriptive study phases. The study results are assessed by direct student feedback and quantitative analysis of the student performance followed by a qualitative teacher evaluation compared to previous years. The results show that active learning workshops support pre-training, impacting the students' performance on comprehension of the utilized tools and reducing ambiguity on the related topics.

This multi-case study explores teachers' experiences of the teacher evaluation process implemented in schools across the UAE. Data were collected using interviews and document analysis and covered the seven emirates using the same evaluation process; seventeen teachers--15 female and 2 male teachers--participated in online and face-to-face semi-structured interviews. Our objective was to examine teachers' experiences in the yearly evaluation cycle enacted in public schools during the 2021-2022 academic year, from the formative evaluation process to the summative evaluation review. It uncovers the overall quality of the evaluation cycle, role of administrators, how the formative evaluation process promotes professional growth, and challenges and outcomes of summative evaluation. An analysis of the collected findings reveals four themes related to teachers' experiences as recipients of the evaluation process: (1) unreliable indicators to judge teacher quality, (2) lack of motive to provide evidence of performance, (3) episodic superficial feedback, and (4) compliance versus the satisficing mindset of teachers and evaluators. These findings have implications for practice and further research to inform stakeholders of teachers' raw experiences within the evaluation process and promote positive communication channels with teachers to improve the cyclical education process.

This paper reports on the findings of a baseline study focusing on teachers' understanding of classroom assessment, their assessment practices, and implications for professional development. Specifically, the study explored English language teachers' perceptions of classroom assessment practices, the student's expectations of assessment feedback, the perceived usefulness, and suggestions for improving classroom assessment. The study employed a qualitative research approach with Focus Group Discussions (FGDs) as the primary data collection method. Data were collected from 30 English language teachers in Dodoma Urban District and analyzed using thematic analysis. Study findings indicate that observing student behavior, providing opportunities for individual and group assignments, presentation, questioning, and obtaining feedback orally and in writing were the major assessment procedures practiced by teachers. Most respondents opined about students expecting improved learning, reinforcement, and good grades. The study has identified the knowledge and skills gap of respondents, which is the essence of Assessment for Learning (AfL), namely teachers' ability to diagnose learning difficulties for group and individual learners so as to provide the necessary support. Moreover, respondents acknowledged the importance of classroom assessment feedback for evaluating pedagogy, detecting students' understanding, and improving learning. These findings suggest the need for intervention based on a collaborative design and implementation of the designed supporting instructional materials.

Academic practitioners are judged and evaluated by the different academic institutions and by government regulators associated with these institutions. There are various criteria for evaluating the work of faculty members in the areas of research, teaching, and contribution to the department, the academic institution and the community. In Israel, much significance is attributed to research criteria, particularly due to the budgeting method of public academic institutions and the strong emphasis on research output. At the same time, faculty members are required to occupy various administrative roles related to the activity of the department, the faculty, and the academic institution, concurrent with their research and teaching occupations. Hence, the current study seeks to examine whether these circumstances generate a clash between the array of functions and tasks required of faculty members. In other words, do faculty members who assume an administrative role 'pay the price' and are their research and teaching outcomes affected? To examine this issue, data were collected on the performance measures of 485 senior faculty members in a case study of a single university-level institution, with the aim of examining the associations between personal-familial background variables and professional background variables, and outcomes regarding research output, teaching quality and academic administration. The research findings indicate a drop in research output measures and teaching survey scores of faculty members who occupied an administrative role. The research findings indicate an association between the administrative occupation of faculty members and their research and teaching measures, while distinguishing between the different academic faculties, academic ranks, and gender. These findings have fundamental implications for the policy regarding promotion of faculty members, recognizing the "price" they pay for taking part in administrative roles, particularly in the initial years of their academic career.