The Impact of Teacher Evaluation Systems on Teacher Morale and Performance: A Study in a Public University in AfghanistanAssociate

Ismail Shinwari

doi:10.68233/sjau.01012025-2

Authors

Ismail Shinwari Author

DOI:

https://doi.org/10.68233/sjau.01012025-2

Keywords:

Motivation, teacher evaluation, teacher morale, performance, teaching practices

Abstract

This qualitative study examines the effects of teacher evaluation systems on teacher morale and performance at a public university in Afghanistan. The study's objective is to ascertain faculty members' perceptions of the evaluation procedure, its impact on motivation, and its impact on teaching methods. Semi-structured interviews with an academic faculty member focused on their experiences with the evaluation system, the feedback they received, and how it affected their professional development using a qualitative method. According to the findings, the faculty members' morale and teaching performance are significantly influenced by their perceptions of fairness, transparency, and the value of feedback. Faculty members who thought the evaluation process was fair, open, and supportive of professional development led to improved teaching practices and higher levels of job satisfaction and motivation. On the other hand, when employees thought the evaluations were unclear, unfair, or unrelated to professional development, it hurt their morale and performance. In general, this study provides useful insights into how to enhance faculty morale and performance by enhancing teacher evaluation systems in Afghan universities. It advocates for a more open, inclusive, and development-oriented approach to teacher evaluations in order to foster a positive academic environment and enhance teaching quality.

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