Teachers’ Performance Evaluation by Students: An Assessment of the Practices and Difference in Individually and in Groups Evaluation in Arba Minch University, Ethiopia

The main purpose of this research is to investigate the practices and the existence of variation in results of teachers’ performance evaluation by students in individually and in groups in Arba Minch University. A mixed method of both qualitative and quantitative design was employed in the study. Data for the study have been collected from 947 undergraduate regular students who selected through simple random technique, and from 55 heads of departments and 108 senior teachers who selected via availability sampling technique. A questionnaire, interview and document observation were used as tools to collect necessary information for the study. Qualitative description, percentage, and pie chart were employed to analyze the data collected through interview. Mean, standard deviation, and an independent t-test was employed to examine the difference in teacher’s performance evaluation by students in individually and in groups. It was found that there was no consistency across departments in time of evaluation and feedback provision, student selection for teacher’s performance evaluation work in the existing evaluation approach in the university. Based on the findings, it was recommended that detail and clear guideline should be prepared by Academic Affairs Vice President Office of the university together with Institutional Quality Enhancement Directorate and School of Pedagogical and Behavioral Sciences to establish a flatform for all departments and faculties to follow the same procedure in carrying out teacher’s performance evaluation by students.