Assessing the Dimensionality and Reliability of Teachers’ Performance Evaluation in Eastern Zone High Schools, Tigrai National Regional State, Ethiopia

Abstract

The purpose of this study was to assess the dimensionality and reliability of Teachers Evaluation Questionnaire in Eastern  Zone high school; Tigrai National Regional State which was filled by school principal. To this end: 9 high schools in 7 woredas were selected using the lottery method, in which 459 teachers’ rate forms were collected. All teachers who were teaching in various departments were also involved in the study. All 459 teachers’ evaluation questionnaires were used as sample size of the study groups. Factorial analysis, Pearson correlation, coefficient alphas, and percentage were employed on the data. The use of factor analysis has accomplished by identifying six distinct dimensions of teaching effectiveness in Teachers Evaluation Questionnaire (TEQ). The reliability of each dimensions, coefficient alphas, varied from 0.38 to 0.90 indicating high internal measures of the six factors. The cronbach alpha 0.86 computed in alternative ways indicated that all items of the scale possess high reliability and it is internally consistent. Based on these findings TEQ is multidimensional for its factor includes consecutive items which, on the average, show adequate reliability and is internally consistency. However, No evaluation system can be perfect; once we do, we should use them and improve on them.

Keywords: dimensionality, Teachers Evaluation Questionnaire