Comparison between the Teaching Efficiency Ratings of Faculty Members by the Students, Peers and Academic Chairs

The role of multi-stakeholders in objective performance assessment and evaluation among faculty members has been recognized and adopted by many colleges and universities worldwide including the Mindanao State University (MSU) System of which MSU-Maigo School of Arts and Trades (MSU-MSAT) has been integrated into since 2001. Specifically, teaching performance among faculty members which is officially called Teaching Efficiency Rating (TER) by the MSU System is determined by three (3) groups of raters: students, peers and academic chairs. As an integrated campus, MSU-MSAT has actually adopted this multiple method or “cross-rating” system of evaluation. It is unfortunate however that there has been no study conducted in MSU-MSAT yet specifically to check the consistency of the ratings by the students, peers and academic chairs. This study therefore was undertaken to compare the TERs of the faculty members from MSU-MSAT during the first semester, Academic Year 2017-2018. This study specifically compared the differences of the TERs of faculty members by the students, peers and academic chairs, and of the weighted TERs of faculty members when grouped by academic department. The study used descriptive-comparative method. Documentary analysis was the main tool employed in gathering data. Frequency, percentage, mean and standard deviation were used in the initial analysis of data. Analysis of Variance (ANOVA) One-Way Classification and t-test for Correlated Data and Uncorrelated Data were employed in the comparative analysis. The findings showed that the TERs of the faculty members by the students, peers and academic chairs are equally exceptional but vary remarkably. When categorized by academic department, the weighted TERs are likewise equally exceptional except from the Department of Industrial Technology (DIT). The differences also vary remarkably. It is recommended that the multiple method or “cross-rating” system of evaluating teaching efficiency be sustained with the instruments reviewed and revised periodically which should take cognizance among other things of the distinctive nature and characteristics of the academic departments to ensure objective, consistent, relevant and fair implementation of the evaluation system. Also, the evaluation criteria, guidelines and procedures should be exhaustively reviewed, updated and oriented to ensure validity and reliability of the results.