As in Malaysia, we use an indicator of SGM2.0, Standard Guru Malaysia 2.0. Maybe in other countries, it has other indicators tu measure the teacher's performance.

1. Observation by the senior teachers or management officers

2. Survey on students' feedback

3. Students' performance progress (compare different classes)

Raja Rosemawati Raja Abdullah , Nur Binti Idris Thank you

Measuring a teacher’s performance is quite simple, with several steps you can take: Identify the tasks or workload given to a teacher in carrying out their duties typically:

1. From a time perspective, for example, teacher A has to teach for 5 hours every day for one subject, while in a month, teacher A is given a target of 80 hours for each subject/month. Suppose teacher A exceeds 80 hours of teaching in one month. In that case, it means that in terms of time, they have exceeded the target; it can be said that the teacher’s performance has increased in terms of time productivity.

2. From a quantity perspective, for example, teacher A has to teach one subject in 5 hours every day; 3 themes typically have to be completed, but teacher A, in 5 hours in 1 issue, can complete four pieces, in terms of quantity that teacher A has increased their performance from the quantity side because they can achieve four themes.

3. From a quality perspective, this can be seen and assessed from how much understanding students have during 5 hours with four themes that can be understood and not understood by a student; this uses a brief evaluation method by giving a questionnaire or certain games from a teacher to be able to know the value or percentage of many students who can understand and understand what is taught by teacher A.

In general, a teacher’s performance is seen from the final result obtained in terms of quantity, quality, time, and cost incurred; if the result is more or the percentage exceeds the specified target, then it can be said that the teacher’s performance has increased likewise if it is less than the target result obtained.

According to Bernadin and Russel, performance or productivity is influenced by (1) The quality of work produced, (2) The quantity of work produced, (3) The time used for work, (4) The cost incurred, (5) The results of supervision carried out, and (6) The personal impact obtained.

The evaluation of the performance of the teachers is done by the internal evaluation, which refers to the process of self-evaluation, evaluation by colleagues, evaluation by the school leadership and evaluation by students. And external evaluation by the Ministry and education inspectors.

We are using Teaching Efficiency Rating form of questionnaires to be rated by the Dean, Chairperson, co-teachers, and students. re: class observation, attitudes, students survey, etc.

Apply Flanders Interaction Analysis model,

Mudasir Amin Thank you

Le questionnaire d'évaluation de l'efficacité des enseignants qui doit être évalué par le vice-doyen chargé des affaires académiques, le Président, et les étudiants. Tout cela en rapport avec les objectifs spécifiques re: observation en classe, attitudes, enquête auprès des étudiants, etc

La theorie de vallerand et Thill(1993) doit etre appliquée@

(I reply here with the caveat that while I am an experienced teacher educator, I am a less experienced researcher).

It's really hard to objectively/accurately/confidently measure teaching ability. There are lots of ways you can do it, and for each one you'll find evidence of why it doesn't work!

Student value-added test scores: Seen as the gold standard, because in the end student learning is what we're really interested in in terms of teacher performance. But so many other things affect it outside teaching - in the US for example it's used a lot, but a teacher will find themselves "ranked" very highly one year, and then right at the bottom the following year, not having changed their teaching but simply with different students. (Using measures of teaching ability to rank is of course a whole other discussion).

Observations: Can see what they actually do in their classes. But we're not very good at recognising good teaching when we see it - see Robert Coe's article "Classroom observation: It's harder than you think". An oldie but a goodie. There are some specific observation frameworks around that have ben extensively validated that you could look at, e.g. the Danielson FFT, or the CLASS framework

Student evaluations: Can be some correlation with other measures, but as you might expect they tend to pick teachers they like rather than teachers that are effective.

I've probably written enough, but other things would include teacher portfolios, professional conversations, and occasionally even some kind of written test (unlikely to tell you much). The best approach is usually seen as a combination of a few different things, along with the awareness that the results probably shouldn't be used for high stakes decision-making e.g. pay, promotion or job retention, but instead to help teachers improve.

Hi dear Theodore,

I think I understand that in your question your question, you mean to measure also a teachers' motivation and professionalism of the teachers.

The knowledge about emotional dynamics and personality structures to understand

educational relationship and psychological interactions (which are extremely important for academic success) that rise in scholastic context is very important.

In order to show and analyze variables about Professionalism Teacher we can use three kinds

of Psycho-Pedagogical Questionnaires that describe psychic and behavioral teacher's disposition in

education:

1) “Motivation and Educational Competences Questionnaire”;

2) “Educational Attitude” Questionnaire EAQu;

3) “Psychological Interaction in Teaching” Questionnaire PIT.

A brief summary on the questionnaires: https://www.researchgate.net/publication/344413343_THE_PIT_QUESTIONNAIRE_2002_PSYCHOLOGICAL_INTERACTION_IN_TEACHING_FOR_TEACHERS_APPLICATION_AND_ANALYSIS_MODEL.

I am available with other materials for your research. Greetings, Fausto Presutti

• Student perceptions of teacher effectiveness and classroom instructional climate
• Teacher contributions to student achievement growth
• Structured classroom observations
• Customization of results for a teacher's professional development.
• Teachers ability to improve student standardized achievement test scores in core academic subjects, such as math and reading.

1. Sustainable Development Goals (SDG) index,

2. Corporate Social Responsibility Scale, and

3. STIMED (Sustainable Tourism Indicator for the Mediterranean).

Assessment of teaching performance depends on the context for example are you evaluating the clinical teaching performance, laboratory teaching or theory teaching performance . There are well standardized tool for the assessment already available in the scientific field of education which you can browse and find the suitable one for your use. As my background in the clinical education i have used one which was widely use and cited in many articles . So the best way to browse and find the most cited tool which was widely tested around the world to have reliable tool for evaluation.