Teaching performance assessment in the classroom as a quality teaching indicator

Abstract

This study assessed university teachers' performance and its relationship with quality teaching. The sample was composed of 120 teachers working in summer courses at UPEL-IPB. Data was collected through a questionnaire originally designed by Valdés (2000), and partially modified for the pursposes of the this research. Results show that teachers' academic record and other variables such as years of service, academic level, academic classification and gender do not influence the quality of teaching. It is concluded that the quality of teachers' performance is more related to their attitude, skills, pedagogical instruction, and ability to motivate, teach and relate to students than the knowledge they have about the subject.