Improving Professional Development: A Case Study on the Influence of Faculty Evaluations in Cambodia

Faculty evaluations play a key role in improving teaching quality in higher education institutions. However, the development of evaluation programs worldwide has paid little attention to the impact of faculty evaluations on teacher educators’ professional development. This qualitative case study examined the influence of faculty evaluations on individual professional development at teacher education institutions in Cambodia. The results indicated that performance evaluations developed by management teams were beneficial for identifying strengths and improving professional and instructional practices. In addition, the performance evaluation results were used for self-improvement and self-regulation in continuous professional development plans and shared with supervisors and colleagues. Moreover, although teacher educators appreciated performance evaluation and reported that they led to their professional development and cultivated a sense of responsibility in the workplace, their process remained limited. Recommendations for performance evaluations to improve professional development are provided. Plain Language Summary Faculty evaluations play a key role in improving teaching quality in higher education institutions. However, the development of evaluation programs worldwide has paid little attention to the impact of faculty evaluations on teacher educators’ professional development. This qualitative case study examined the influence of faculty evaluations on individual professional development at teacher education institutions in Cambodia. The results indicated that performance evaluations developed by management teams were beneficial for identifying strengths and improving professional and instructional practices. In addition, the performance evaluation results were used for self-improvement and self-regulation in continuous professional development plans and shared with line managers and colleagues. Moreover, although teacher educators appreciated performance evaluation and reported that they led to personal professional development and cultivated a sense of responsibility in workplace, their process remained limited. Recommendations for performance evaluations to improve professional development were provided.