Considering the SWOT Analysis of Teacher Evaluation by Students

Aims: This study is based on this vision that teacher evaluation is an integral part of any educational system as well as a part of the educational feedback loops that serves to enhance the teaching and learning processes. Thus, The objective of the current study refers to investigate the SWOT analysis of teacher evaluation by students that practicality affects teaching improvement in educational process.

Study Design: This survey is a descriptive- cross sectional research study.

Place and Duration of Study: By considering that there are various methods for teacher evaluation, this survey used students' perspective in spite of much controversy about the use of only students' evaluation about teaching process.

Methodology: Since, students, as direct evaluators in rating their teachers, score various aspects of teachers’ achievement from multi-dimensional perspectives such as "classroom environment management", "planning instruction and designing learning", "giving sufficient instruction", "engaging" and "supporting students in learning and professionalism" via a five-point Likert scale questionnaire that rates from 1 (strongly agree) to 5 (no idea). To this end, the correlation of independent variables, such as Strengths, Weaknesses, Opportunities and Threats (SWOT) and open ended question, embedded at the end of developed questionnaire, as dependent variable makes an excellent opportunity in determining to what extent the desired goals of education performance have been achieved.

Results: Although many factors may affect the results of the student survey, questionnaire reliability was separately calculated by Alpha Cronbach coefficient for confirming internal consistency of each question and its validity from three aspects of construct validity (factor analysis), concurrent validity and content validity. The Data analysis was done by SPSS-18 software, Independent samples T-test, and Pearson Correlation. The results of this survey show that the accuracy of collected data is affected by the other educational context factors than only individual teacher performance.

Conclusion: Therefore, it should be used integrated evaluation instruments from only students' perspective as noble savage learners for improving validity of teacher evaluation.