From Feedback to Practice: Teachers Reflect on Online Evaluations

Abstract

This study explores the professional and personal experiences of educators regarding Student Evaluation of Teaching (SET), a long-standing academic practice designed to foster teacher growth, assess accountability, and inform development through student feedback. While SET serves a dual purpose of tracking performance and guiding instructional improvement, recent literature highlights significant reliability issues, as external factors often skew results and lead to inaccurate, emotionally distressing feedback for teachers. Current research on this phenomenon predominantly focuses on higher education, leaving the Senior High School (SHS) sector severely underrepresented and under-researched. To address this literature gap, this study utilizes qualitative interviews to examine recurring themes in SHS teachers' experiences with Online Teachers’ Evaluation (OTE). Ultimately, this research aims to provide critical insights into the importance of proper evaluation systems, serving as a guide for secondary institutions to simplify evaluation tools, train students to generate meaningful feedback, and better support faculty in handling constructive criticism.