Evaluating Teacher Performance In Higher Education: Between Mentoring And Monitoring

Abstract

Teachers’ evaluation has emerged as one of the most debatable topics in research and in higher education institutions. Evaluators’ roles range according to their hierarchy from mentors to monitors. This paper examines the two broad functions of evaluation, mentoring and monitoring, and their impact on teachers being the subject of evaluation. It also makes a clear distinction between evaluation criteria and procedures that are meant for mentoring and those oriented towards monitoring. A conceptual approach is employed to analyse systematically existing literature and to synthesise diverse perspectives in order to propose a coherent framework for teacher evaluation. The analysis suggests that evaluation is best grounded in a mentoring- based model that promotes professional growth. The study stresses the need for transparent evaluation by a committee that considers experts report, students’ views and teacher’s self- evaluation according to relevant criteria. The paper makes some practical suggestions to undertake evaluation adequately.