Teaching Performance Quality of the Academic Staff Members at Education Faculty - Sana'a University Based on Students Perception 10.35781/1637-000-019-001د. محمود عبده حسن العزيز أ.د. عبدالله عباس مهدي المحزري

Abstract

The present study aims at knowing the quality of teaching performance of teaching staff members at the Faculty of Education - Sana'a University from the students' point of view. The evaluation process included the teaching staff members of the Faculty of Education at the University of Sana'a in the first semester of the academic year 2017/2018. The data was collected from a sample of 326 students by means of a questionnaire, consisting of (53) items, distributed to six sections: Planning for Teaching, Professional and Scientific Aspects, Dealing with Students, Guidance, Creativity and Development, and Evaluation. The questionnaire was characterized by truthfulness of content and honesty of construction as well as its stability. The arithmetic mean, the standard deviation, the Man-Wetnni test, the Crosscal, Walas, and statistical methods have been used in presenting the results of collected data using SPSS. The results have shown that the students’ perception of the quality of the teaching performance, in general, is good, with the difference of students' evaluation of the quality of the teaching performance at the level of the fields. The evaluation of the areas of planning and dealing with the students is very good. The other fields (scientific aspects, dealing with students, guidance, creativity, and development and evaluation) have received a good value assessment. The evaluation of students was not different from the quality of teaching performance according to their gender, except in the field of dealing with students, the evaluation of boys was better than the assessment of girls. As for the impact of specialization and level, the study have shown that the students' view of the literary departments is better than that of the students in the scientific departments. And the lower-level view is also better than the higher level view of the quality of teaching performance.