Faculty perceptions of the performance appraisal process

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Faculty perceptions of the performance appraisal process

California state University.FullertonFACULTY PERCEPTIONS OF THE PERFORMANCE APPRAISAL PROCESSA DISSERTATIONSubmitted in partial fulfillment of the req

Faculty perceptions of the performance appraisal process quirementsFor the degree ofDOCTOR OF EDUCATIONInEDUCATIONAL LEADERSHIPCommunity College LeadershipByNam PhanDissertation CommitteeAssistant Professor

Vita Jones. Chair Professor Dawn Person Expert Member Kim D. Nguyen2014The dissertation of Nam Phanis approved and is acceptable in quality and form f Faculty perceptions of the performance appraisal process

or publication on microfilm and in digital formats.Approved by:Vita Jones. Committee ChairDawn Person, College of EducationKim D Nguyen. Expert Practi

Faculty perceptions of the performance appraisal process

California state University.FullertonFACULTY PERCEPTIONS OF THE PERFORMANCE APPRAISAL PROCESSA DISSERTATIONSubmitted in partial fulfillment of the req

Faculty perceptions of the performance appraisal process rs contributing to high student achievement, including the examination of the positive correlation between the faculty evaluation process and student

success, there is a lack of research in the Vietnamese culture on faculty perceptions of the meaning and influences of faculty performance evaluation. Faculty perceptions of the performance appraisal process

This study addressed faculty perceptions of a particular evaluation process and their perceptions of its impact on their teaching performance. The pu

Faculty perceptions of the performance appraisal process

rpose of this qualitative case study was to explore full-time faculty members’ perceptions of the evaluation or performance appraisal (PA) process cur

California state University.FullertonFACULTY PERCEPTIONS OF THE PERFORMANCE APPRAISAL PROCESSA DISSERTATIONSubmitted in partial fulfillment of the req

Faculty perceptions of the performance appraisal process withl2 full-time faculty participants. After data analysis, the following salient findings were identified. First, faculty found a PA process that emp

hasized both competency and highlighted professional growth beneficial and motivating in measuring their performance and enhancing their teaching qual Faculty perceptions of the performance appraisal process

ity. Second, significant factors contributing to faculty positive perceptions of the PA process and to faculty instructional improvement included the

Faculty perceptions of the performance appraisal process

clarity of the PA purpose, faculty involvement in the PA design and development, and the criticalivrole of the evaluator and his/her constructive feed

California state University.FullertonFACULTY PERCEPTIONS OF THE PERFORMANCE APPRAISAL PROCESSA DISSERTATIONSubmitted in partial fulfillment of the req

Faculty perceptions of the performance appraisal process he PA process and more opportunities be made available for professional development As a result of these findings, this study could serve as a catalys

t for policymakers and school leaders in improving the existing evaluation processes and in increasing their insight into how instructors perceive the Faculty perceptions of the performance appraisal process

se policies and what factors contribute to their perceptions. In addition, the findings could stimulate further research on appraisal policy reform. I

Faculty perceptions of the performance appraisal process

dentifying key factors that instructors believe are critical in an effective evaluations process could assist the leadership in finding tools to make

California state University.FullertonFACULTY PERCEPTIONS OF THE PERFORMANCE APPRAISAL PROCESSA DISSERTATIONSubmitted in partial fulfillment of the req