Page 125 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
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https://w w w.doi.org/10.32320/978-961-270-324-0.125-130
Social factors and teacher performance
evaluation in faculties
Nebojša Pavlović
T Introduction
he Bologna declaration has created numerous issues, but teacher per-
formance evaluation is the most significant one. Namely, the need for job
standardization in teaching required evaluating or, simply put, measuring
a teacher’s performance. This is because the lack of evaluation exerts a sig-
nificant impact on a teacher’s performance (Maksić, 2006). So, we define
evaluation as a process in which teachers are analyzed, assessed, and grad-
ed according to the set criteria and standards (Robbins I Coutler, 2008;
Pavlović, 2015). The Bologna Process requires an accurate assessment of a
teacher’s performance so as to define clear norms, standards, and proce-
dures in teaching. This part is clear. However, the evaluation led to certain
questions. How should it be carried out? Who is competent to assess teach-
ers? How should grades be formed? How are they beneficial for teachers?
Methodology
In this qualitative research, the author collected data through interviews
conducted on Google Forms. Teachers working at the five Serbian univer-
sities were asked to take part. They described the evaluation model in their
faculties, and they provided suggestions on how it should look. A total of
118 participated from all five Serbian universities (from Belgrade, Novi Sad,
Niš, Kragujevac, and Novi Pazar). Women accounted for 43.6% of respond-
ents while men did for 56.4%. Also, there were 24.8% of professors, 17.5% of
125
Social factors and teacher performance
evaluation in faculties
Nebojša Pavlović
T Introduction
he Bologna declaration has created numerous issues, but teacher per-
formance evaluation is the most significant one. Namely, the need for job
standardization in teaching required evaluating or, simply put, measuring
a teacher’s performance. This is because the lack of evaluation exerts a sig-
nificant impact on a teacher’s performance (Maksić, 2006). So, we define
evaluation as a process in which teachers are analyzed, assessed, and grad-
ed according to the set criteria and standards (Robbins I Coutler, 2008;
Pavlović, 2015). The Bologna Process requires an accurate assessment of a
teacher’s performance so as to define clear norms, standards, and proce-
dures in teaching. This part is clear. However, the evaluation led to certain
questions. How should it be carried out? Who is competent to assess teach-
ers? How should grades be formed? How are they beneficial for teachers?
Methodology
In this qualitative research, the author collected data through interviews
conducted on Google Forms. Teachers working at the five Serbian univer-
sities were asked to take part. They described the evaluation model in their
faculties, and they provided suggestions on how it should look. A total of
118 participated from all five Serbian universities (from Belgrade, Novi Sad,
Niš, Kragujevac, and Novi Pazar). Women accounted for 43.6% of respond-
ents while men did for 56.4%. Also, there were 24.8% of professors, 17.5% of
125
