Voices in the classroom: development and validation of an alternative scale for faculty evaluation

Abstract

This study presents a novel approach to evaluating faculty performance in the College of Education at Rizal Technological University through the development and validation of an alternative evaluation scale. As educational landscapes evolve, there is a critical need to adapt evaluation methods to align with current pedagogical trends and institutional goals. This research addresses these necessities by employing a mixed-methods approach that integrates qualitative insights from Focus Group Discussions with quantitative data gathered via student surveys. Through rigorous exploratory factor analysis, the study identifies and validates four key dimensions of faculty performance namely, Pedagogical Engagement and Relevance, Supportive Teaching Environment, Active Learning Facilitation, and Classroom Climate and Dynamics. Cronbach’s alpha and McDonald’s omega coefficients were employed to rigorously evaluate the reliability of each dimension, thereby ensuring consistent measurement. The findings highlight the importance of incorporating student perspectives to comprehensively evaluate teaching effectiveness and classroom dynamics. By capturing diverse aspects of faculty performance, including instructional strategies, student engagement facilitation, and classroom management practices, the developed scale provides a comprehensive tool for enhancing teaching quality and learning outcomes. The study's methodological rigor, anchored in measurement theory principles, enhances the validity and pertinency of the evaluation framework within the milieu of higher education. This research provides valuable insights and practical recommendations for educators, administrators, and policymakers aiming to create supportive and inclusive learning environments that enhance student success and faculty development.