Development and Validation of an Enhanced Teacher Supervision Tool in a Chinese Medical University
DOI:
https://doi.org/10.54536/ajet.v5i3.7936Keywords:
Evaluation, Teacher Performance, Teacher SupervisionAbstract
This study aimed to develop and validate an enhanced teacher supervision tool for college faculty. Recognizing the limitations of existing evaluation methods, the research sought to create a more comprehensive and accurate system. The study employed a mixed methods approach, particularly a sequential exploratory design using the instrument development model. Five purposively chosen key stakeholders from higher education management and clinical specialties participated in key informant interviews. Four emerging themes were revealed on the process of evaluating teachers: (1) multifaceted approach to teacher evaluation; (2) creating a comprehensive teacher evaluation system; (3) challenges to a fair and effective teacher evaluation system; and (4) building a growth-oriented teacher evaluation system. Based on these insights, a draft evaluation tool consisting of 41 items was developed and refined through multiple rounds of expert feedback and pilot testing among 200 participants from Qilu Medical University, stratified evenly into managers, experts, teachers, and students. Exploratory factor analysis (EFA) confirmed excellent sampling adequacy (KMO = 0.953) and revealed three key robust constructs: effective teaching practices (24 items), teacher performance and supervision (14 items), and the relevance and effectiveness of education (3 items). The resulting tool exhibits outstanding reliability (Cronbach’s alpha = 0.947) and provides a holistic, data-driven framework to teacher evaluation, supporting targeted professional development and ultimately enhancing the quality of teaching and learning in higher education.
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Copyright (c) 2026 Haimeng Xi, Mark Joseph D. Pastor
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