Monitoring of Educational Performance Indicators in Higher Education: A Comparison of Perceptions

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dc.contributor.authorSencan, Huner
dc.contributor.authorKarabulut, A. Tugba
dc.date.accessioned2024-10-12T19:43:04Z
dc.date.available2024-10-12T19:43:04Z
dc.date.issued2015
dc.departmentİstanbul Ticaret Üniversitesien_US
dc.description.abstractThe purpose of this study is to explore whether there is a statistically significant difference between the ideas of university administrators and faculty members regarding how strictly Educational Performance Indicators for Educators (EPIE) should be monitored in the educational process. The responses of university directors were compared with those of faculty members, and the responses of public universities were compared to those of private universities. Improving the quality of education depends on the performance of teachers. Determining the objective indicators that measure the performance levels of teachers is necessary for maintaining quality assurance. In order for a university to maintain high standards, administrators and faculty members must cooperate with each other. The twelve point EPIE Index used in this study contains three components and nine indicators. No statistically significant relationship was found between the average component scores of university administrators and faculty members, and no statistically significant relationship was found between the average component scores of public and private universities. However, a statistically significant relationship was found between two factors from EPIE's self-appraisal scores. The model and data do not match the conceptual structure of the three components in the EPIE. Thus, further studies and analyses should be conducted. It was found that most faculty members think like academicians from private universities, and most university directors think like academicians from public universities.en_US
dc.identifier.endpage376en_US
dc.identifier.issn2630-5984
dc.identifier.issn2148-7561
dc.identifier.issue2en_US
dc.identifier.startpage359en_US
dc.identifier.urihttps://hdl.handle.net/11467/8737
dc.identifier.volume15en_US
dc.identifier.wosWOS:000354604700006en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherEdamen_US
dc.relation.ispartofEducational Sciences-Theory & Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzWoS_2024en_US
dc.subjectFaculty educational performance indicatorsen_US
dc.subjectPerformance indicators in higher educationen_US
dc.subjectTeaching appraisalsen_US
dc.subjectEducational performance indicators for educatorsen_US
dc.titleMonitoring of Educational Performance Indicators in Higher Education: A Comparison of Perceptionsen_US
dc.typeArticleen_US

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