This research aimed to determine the degree of effectiveness of the evaluation of teaching performance at the University Dr. Rafael Belloso Chacín, the study was: descriptive, field, and evaluative, the design was non-experimental and transectional. The population was represented by 100 engineering teachers from the: Computer, Industrial and Computing schools, the 3 principals from the 3 schools, 4 engineering teaching coordinators, 24 chairs and 6,268 engineering students from the eighth, ninth and tenth.
Summary
A stratified sampling was applied to the student population, leaving only 100 for computing, 157 for industrial and 109 for computing. The data collection technique was the survey and the instrument was the Lickert scale questionnaire with 5 alternative responses. 3 types of questionnaires designed by the author were used: EVAEFEURBEDOC aimed at teachers, chair heads and school directors, EVAEFEURBECORD aimed at EVAEFEURBEEST teacher coordinators aimed at students. These instruments were validated, through the judgment of 10 experts in the area. A pilot test was applied to a population with characteristics similar to that studied. The discriminant validity of items was used for 25 percent of the subjects who obtained high scores and 25 percent with low scores in the pilot test.To determine the reliability of the instruments, the Alpha Cronbach coefficient of internal consistency was used, which yielded the results: 0.97; 0.93 and 0.93 respectively. The results showed that the evaluation of teaching performance in URBE is effective, however, some indicators whose evaluation was moderately ineffective will have to be reviewed, as well as it was determined that the evaluation instruments have a certain degree of subjectivity. Finally, no indicator or dimension reached the maximum scale, that is, Very Effective.However, some indicators whose valuation was moderately ineffective will have to be reviewed, as well as it was determined that the evaluation instruments have a certain degree of subjectivity. Finally, no indicator or dimension reached the maximum scale, that is, Very Effective.However, some indicators whose valuation was moderately ineffective will have to be reviewed, as well as it was determined that the evaluation instruments have a certain degree of subjectivity. Finally, no indicator or dimension reached the maximum scale, that is, Very Effective.
Chapter I
The problem
1. Statement of the Problem
The obligation of higher education institutions worldwide with academic excellence requires the implementation of evaluation instruments that allow continuous information to be kept on the progress made in achieving its institutional mission and vision. In this sense, it has been considered the evaluation of teaching performance as an essential element to analyze the quality of educational institutions.
Within this context, the process of evaluating teaching performance in a university constitutes a vital objective for the achievement of academic excellence. Universities must be very competitive in the disciplines they teach, dedicated to service and committed to their countries, their students and the achievement of their goals, prepared to grow professionally and willing to strengthen themselves in the teaching and learning processes, these are fundamental criteria to raise academic levels.
On the other hand, the evaluation of teacher performance has become a priority issue in teacher policies in many countries, particularly those in the developed world. This is explained for several reasons, some of which are directly related to the need to improve the learning results of the educational system and the assumption where teachers have a decisive role in achieving these results.
Without contradicting these reasons and rather complementing them, it is argued and accepted for too long that teachers are autonomous in their management in the classroom, a situation sufficiently rooted to begin to change it, in terms of "accountability" regarding the quality of your activities and performance evaluation is one way to ensure this happens.
In essence, the practice of the university teacher is considered a fundamental mechanism to improve the quality of higher education; The success of the system basically depends on the effectiveness of the performance of its teachers. In this sense, the evaluation of the educator plays an important role, since it allows to characterize their exercise and propitiates their development, as well as it constitutes a way for their attention and stimulation, this leads to the need to implement periodic evaluation processes.
In this regard, Flórez (1999), points out that the rule to successfully evaluate the teaching of a group of teachers in an educational institution is to ensure a climate of security and trust among them; mainly, the assurance that the results of the evaluation will not be used against them, against their stability and professional prestige, against their working conditions, against their self-concept and their self-esteem. Only when this organizational climate occurs can the initial step be taken towards a frank, honest, respectful evaluation, and one that generates commitments to change and improve teaching.
Likewise, the evaluation of teaching performance should be seen as a strategy to promote and favor the improvement of teachers. It can be used as a mechanism to drive professional development and updating and to generate performance indicators. Teachers involved in the process educate themselves, learn from themselves, and incorporate a new job learning experience. Through evaluation, it is possible to identify the qualities that make up a good teacher in order to generate academic policies that contribute to their qualitative improvement.
On the other hand, Pritchard (1990) points out that measuring the effectiveness of the evaluation of teaching performance in an educational institution implies a comparison and comparison exercise. The concept of effectiveness refers to the achievement of objectives: the relationship between the result and the expectation. In this case, and following the concept of labor competence, objectives are understood as the demonstrated performances, at the individual or organizational level. In the first, the degree of compliance with the competence profile is measured as a result of the work carried out by the teacher. The second measures the impact that the performance evaluation system has had on the overall results of the educational institution.
Within this framework, continues Flórez (1999), if frank communication is achieved, the results of the evaluation will be more substantial, especially when interests are shared, such as the evaluator and the teachers, who have an affinity for education., for the quality of the teaching and a certain pedagogical optimism that he feels can be improved in the future.
In this sense, García (2000), states that throughout the educational system, although there are many correlations between each of the elements that affect it and, therefore, in its quality there is one that becomes especially sensitive and which has been the target of evaluation for many years: the teaching staff.
In a similar way, Bustamante (2000), highlights that evaluating teaching and education is unitary, a process that, in turn, among others, contains no less complex and extensive actions such as those designated with the terms: learning, development of contents, discipline, assessment, cognitive development, teacher training, in turn concludes that whoever undertakes the evaluation process with an empirical-positive character will have to open the properly scientific horizon to a properly metaphysical horizon on which the science of sciences is based general education.
On the other hand, González et al. (1995), point out that the evaluation is carried out as a process of global supervision and control with the objectives of improving the quality of educational institutions and the professional development of teachers, in addition to meeting legislative requirements., arises with great emphasis and interest, the evaluation of the educational practice of teachers.
Currently, the evaluation of teaching performance in universities has two currents: the first are supported by the formative evaluation, which, as its name indicates, accentuates the continuous development of the evaluated teacher, with the purpose of providing aid for the professional progress and facilitate both the optimization of your strengths and the minimization of your weaknesses. The second trend is based on the summative evaluation, which is carried out by the institutions to identify the best qualified people who should be retained and those whose work of excellence should be recognized by means of promotions of rank.
These two aspects, even when they are conceptually different, can be easily confused, affecting the degree of effectiveness of the formative evaluation and reducing the evaluation process to one of an exclusively summative nature. To achieve both evaluative purposes, the relationship between one and the other type of evaluation must be recognized, but clearly separating the formative processes from the summative ones so that they are not confused, assigning them to different managers and committees.
All of the above leads to consider the University Dr. Rafael Belloso Chacín as an adequate context to carry out research work that allows us to measure the effectiveness of the evaluation of the performance of its teachers.
It is important to note that the Dr. Rafael Belloso Chacín University is a higher education institution that has achieved territorial leadership because it responds to the development needs of the Zulia region, the west and the entire Venezuelan nation, through comprehensive training and continuous improvement. of professionals, guaranteeing a high level of excellence in teaching, scientific research, artistic creation, and academic and cultural dissemination.
Academically the University is made up of five faculties and thirteen majors: The Faculty of Administrative Sciences, the Faculty of Legal and Political Sciences, the Faculty of Computer Science, the Faculty of Engineering and the Faculty of Humanities and Education. The courses taught are: Industrial Relations, Business Administration, Marketing Management, Public Accounting, Graphic Design Law, Social Communication, Engineering in: Computing, Computer Science, Industrial, Electronics, Telecommunications and Controls.
The teaching performance evaluation system at the Dr. Rafael Belloso Chacín University is aimed at improving the quality of education, while offering spaces for those seeking higher performance goals. Being a system, it has the personnel that are in charge of leading the process: Professors, Teaching Coordinators, Chairmen, Directors and Students.
The evaluation instruments consist of criteria or standards to determine performance levels and guide the evaluation process, these allow to measure the following categories: Personal attitude, attitude towards students, organization of the chair, learning strategies, punctuality, personal presentation, student attendance, among others.
The mechanisms for evaluating teacher performance are applied once in the semester; aimed at measuring academic efficiency as well as the degree of acceptance or rejection of the teacher by the students, the methodological strategies used, the organization of the chair, the personal attitude, personal presentation, the attendance of the students and the attitude of the teacher towards the students. A second evaluation is carried out if the professor is new to the position and the results obtained in the first are not excellent according to the scale established by the University.
In summary; The evaluation of teaching performance, what it seeks to do is to qualify human talent in an objective way in order to detect and correct failures within the institution, in order to achieve efficiency, quality and achieve the mission and vision of the University. The evaluation must always be carried out for the benefit of the evaluated, marked by the principles of ethics and legality, the utility must be the improvement of the professional activity of the teacher, the effective, efficient, feasible feasibility and the precision must be relevant, valid and reliable.
Among the advantages offered by the evaluation of teaching performance for the University Dr. Rafael Belloso Chacín are the following: it helps to make precise and justified decisions, also allowing the establishment of procedures for the educational improvement of teaching work, reducing failure, the dropout, allowing to end the didactic methods that demand useless efforts from both students and teachers and finally raise the levels of academic excellence.
On the other hand, the evaluation of teaching practice offers advantages to teachers, it can be said that it is totally individualized because it allows a professional development of the teacher, providing fundamental mechanisms in making valid and timely decisions to value their educational work, and ultimately, appreciate all the tasks that teachers perform in the institution.
In response to the usefulness offered by the evaluation of the teaching exercise both for the University as an institution and for the teachers who work in Undergraduate, the need arises to carry out this research to determine the degree of Effectiveness of the Evaluation of Teaching Performance at the University Dr Rafael Belloso Chacín; in order to provide guidelines for action aimed at improving the assessment of the practice of teaching, and consequently, increase the effectiveness, efficiency and effectiveness of the educator's work in higher-level institutions.
1.1. Problem formulation
In relation to the approach made, it is considered to formulate the problem using the following questions:
What is the degree of effectiveness of the Teaching Performance Evaluation at the Dr. Rafael Belloso Chacín University ?.
What are the criteria used in the Evaluation of Teaching Performance by the University Dr. Rafael Belloso Chacín ?.
What are the types of evaluation that are applied at the Dr. Rafael Belloso Chacín University ?.
What are the advantages and disadvantages of the Teaching Performance Assessment instruments that are applied at the Dr. Rafael Belloso Chacín University ?.
What are the strengths and weaknesses of the Teaching Performance Assessment used at the Dr. Rafael Belloso Chacín University ?.
What would be the action guidelines to improve the quality of teaching performance at the Dr. Rafael Belloso Chacín University ?.
2. Research Objectives
2.1. General objective
Determine the degree of effectiveness of the Evaluation of Teaching Performance at the University Dr. Rafael Belloso Chacín.
2.2. Specific objectives
- Identify the teaching performance evaluation criteria used at the Dr. Rafael Belloso Chacín University.
- Determine the Types of Teaching Performance Evaluation that are applied at the Dr. Rafael Belloso Chacín University.
- Analyze the Advantages and Disadvantages of the Instrument Performance Assessment Instruments used at the Dr. Rafael Belloso Chacín University.
- Determine the strengths and weaknesses of the Teaching Performance Evaluation at the Dr. Rafael Belloso Chacín University.
- Formulate action guidelines for the continuous improvement of the Evaluation of Teaching Performance at the University Dr. Rafael Belloso Chacín.
3. Justification of the Investigation
In any educational institution, the most valuable resource is the teacher, if the University wants to be truly competitive and permanent over time, it must have highly qualified, well-paid, motivated and identified teachers with the work it does with the students and with the institution.
Therefore, it is a necessity for universities to value their teachers, currently there is a marked consensus regarding the idea that the failure or success of any educational system is based mainly on the quality of teaching performance, which is why It is essential that educational institutions have the appropriate tools and mechanisms for the execution of a formal control that allows evaluating the work of the teacher.
All of the aforementioned allows us to understand that the evaluation of teaching performance can identify teachers who work satisfactorily, as well as produce mechanisms for staff readjustment so that they feel encouraged, identified and satisfied with the activity they carry out in the institution.
This research is relevant for the University, since it would lead to a considerable improvement in the existing academic excellence, constituting a valuable input for the development of new institutions, since it will allow them to have pertinent information on the importance of Human Resources and evaluation. of the teaching performance, increasing the favorable conditions in the development of the competitiveness and stability of the organization.
Educational managers require support instruments that are helpful to improve the professional development of teaching staff and at the same time facilitate the establishment of control over educational work, which is why this research study on the degree is carried out of effectiveness of the evaluation of the teaching performance of the teaching staff of the Dr. Rafael Belloso Chacín University.
This research has an important contribution from the methodological point of view, in this case, in order to collect the information, various types of questionnaires were used, which were validated by experts and trusted, they may be used in future research related to the variable under study.
On the other hand, the research generated a practical contribution in that action guidelines were formulated for the continuous improvement of the evaluation of the teaching performance of the Universidad Rafael Belloso Chacín; being these mechanisms the ones that will result in a process of optimization of the evaluation of the performance of those who together with the students are the cornerstone of the teaching-learning process.
Last but not least, the theoretical value of the research stands out, since the different existing theories regarding the evaluation of teaching performance were compiled; serving as theoretical support for researchers, teachers and tutors.
4. Delimitation of the Investigation
This research was carried out at the Dr. Rafael Belloso Chacín University, located in Maracaibo, Zulia State, in the Undergraduate Area, of the Faculty of Engineering during the period from November 2004 to January 2006, it is framed in the line of institutional evaluation research in educational organizations attached to the Humanities and Education Research Center.
Theoretically it will be supported by the following authors: Chiavenato (2002), Baptista (2001), Franco (2001), Ochoa (2001), Bustamante (2000), García (2000), Flórez (1999), Pritchard (1990) Munch (1998), Santos (1999) Smith (1997), Frigenbaum (1997), Shaw (1997), Dessler (1996), Stoner (1996), Werther and Davis (1996), González et al. (1995), Burdano (1995), Shultz (1995), Harmintong (1995), Sherman and Bohlander (1994), Fletcher (1992), Villegas (1988), Matute (1982).
