Elaboration and validation of an evaluation questionnaire to teacher performance through Exploratory Factor Analysis

Abstract

This article presents the methodology used to analyze the structure of an evaluation questionnaire to the teaching performance, carried out at the Regional Multidisciplinary Faculty of Chontales, UNAN-MANAGUA. The objective of the study was to determine the dimensions and their reliability indexes, in which the teaching work can be divided, and then incorporate these variables to the process of evaluation of teaching performance in the faculty. The main contributions of each of the most representative actors in this field of study are taken up, where everyone agrees that teaching practice is a multidimensional activity. The study was descriptive and correlational, and featured multistage sampling. The analysis technique corresponds to the Exploratory Factor Analysis, using the Unweighted Least Squares method. The results indicate that the twenty-five questions are grouped in three dimensions, which explain 63.1% of the variance, and that the correlation between these dimensions is high. Likewise, the reliability indexes of each of them are superior to 0.85, and of 0.96 for the whole questionnaire. Therefore it is concluded that the final structure of questionnaire is very reliable to be used in the evaluation process to the faculty’s teaching performance.

Keywords: Evaluation, teacher performance, factor analysis, questionnaire, reliability.