Nursing faculty's perceptions of student' evaluation on their teaching performance and courses at two private universities in Pakistan

Date of Award


Document Type


Degree Name

Master of Science in Nursing (MScN)


School of Nursing and Midwifery, Pakistan


This study provides an insight into teachers' perceptions regarding faculty evaluation by students about their performance, in their respective courses. The study used a qualitative, descriptive exploratory design to explore the nursing faculty's perceptions with regard to students' evaluation of their teaching performance and courses in two private universities in Pakistan. In this study, 12 participants were selected from both the settings by employing the purposive sampling technique. The diversity in the selection of participants was based on their demographic characteristics including gender, academic rank, and years of experience. The data were collected from December 2014 to April 2015; through in-depth faculty interviews till data saturation was achieved. Data was analyzed, coded manually, and then categorized to evaluate the comparisons and variations. The main categories that emerged from the data analysis were: influencing factors, influence on faculty performance and faculty's alternate practices: for getting students' evaluation on an ongoing basis. Though motivation and demotivation were the more dominant themes, however, some comments focused on contextual factors, including university practices, and faculty and student interpretations that can play a vital role in faculty evaluation. The data analysis also revealed that faculty utilized alternate practices to get students' views about their teaching strategies and the course contents, for their personal and professional development. The recommendations have implications for the whole teaching learning community, i.e., faculty, students, and the organizations; as they need to understand the importance of faculty evaluation for their own wisdom, and for faculty development as well, to enhance the standards of education. Implementing organizational policies in academic programs may bring stability and can positively impact student evaluation of faculty.

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