Development and Validation of Students&rsquo; Evaluation of Teachers Performance Questionnaire Using Danielson&rsquo;s Framework

Serena  Corbeta- Gomez,; Pedro  A. Ramos,; Julius  Flores,; Rodolfo  Regala,; Julius  Somera,; Rona Maye  Gonzaga,; Remedios  Fernando,

Development and Validation of Students’ Evaluation of Teachers Performance Questionnaire Using Danielson’s Framework

Abstract:

The study describes the development of a questionnaire for evaluating the performance of teachers by the students. A stepwise approach was used for test construction and validation of the instrument. Phase 1(Item Generation) and 2(Item Refinement and Selection) generated 54 test items. These items were formed as a product of 10 sets of focus group discussions with students representing all collegiate units. Internal and external experts in the field of teacher education, supervision, and administration assessed the developed instrument. The experts validated the degree of clarity and relevance of the items. Feedback from the students and the experts was collated and used to revise the draft questionnaire. In Phase 3, the draft questionnaire was administered to randomly selected 244 students who were enrolled during the term. As a result of the Exploratory Factor Analysis (EFA), four factors were identified to measure the teachers’ performance. Internal consistency was acceptable for all the factors identified with ratings of greater than 0.9, indicating high item homogeneity per factor. Predicted relationships between the factors were confirmed, supporting the validity of the questionnaire. After all considerations were undertaken, 43 items were left which attributed to instruction, professional responsibility, planning and preparation, and the classroom environment that categorically measures the performance of teachers by the students. The administration of the developed questionnaire is recommended.

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