Assessing the Teaching Performance of Faculty Members in University Media Programs and Its Impact on the Quality of Higher Education Outcomes

Abstract

Objectives: This study aimed to evaluate the teaching performance of faculty members in media programs at Arab universities and to analyze its impact on the quality of higher education outcomes. It sought to clarify the importance of performance evaluation, examine the relationship between teaching quality and output quality, explore current evaluation standards, and assess faculty members’ satisfaction with and benefit from evaluation results.

Methods: A descriptive-analytical approach and a social survey method were used. Data were collected via a questionnaire administered to a purposive sample of faculty members at selected Arab universities, aiming to explore the current state of evaluation and analyze its implications.

Results: Findings indicated that most educational institutions have evaluation policies and manuals but suffer from weak communication and lack effective mechanisms to uphold academic standards. Evaluation processes often rely on traditional tools, with limited attention to methods suited to the applied nature of media disciplines. Faculty members expressed mixed views on the objectivity and fairness of the evaluation tools, and the results were weakly linked to promotion or incentive systems.

Conclusions: The study revealed issues such as insufficient specialization in evaluation criteria, low confidence in evaluation mechanisms, and a lack of continuous follow-up. It recommended the periodic review and development of evaluation tools and standards, ensuring alignment with the particularities of media studies and the needs of the labor market.