Evaluating University Teaching Effectiveness and Its Impact on Student Achievement: Insights from the University of Peshawar

Abstract

The study examined the effectiveness of university teachers and its impact on student performance in two departments at the University of Peshawar: Journalism & Mass Communication and the Institute of Management Studies. Data were collected from 84 students and 9 teachers using convenient and simple random sampling methods. Key findings indicate that students consider an effective teacher to possess qualities such as subject command (79%), good behavior (66%), communication skills (48%), and punctuality (52%). Students identified qualities they valued most in their favorite teachers, such as qualifications, teaching methodology, behavior, cooperation, and command over the subject. Students responded positively to effective teachers by attending classes regularly (98%), completing assignments (98%), submitting them on time (88%), and showing respect (99%). Effective teachers were noted for encouraging questions and maintaining strong communication with students. Conversely, ineffective teachers were associated with poor subject command (46%), inadequate class control (50%), and subpar teaching methods (52%). Students often avoided attending classes of ineffective teachers and reported feeling hesitant around them. The study found that most teachers (78%) were male with master’s degrees, and nearly all had received training in teaching methodology. Teachers joined the profession by choice and were generally satisfied with university incentives. The study concluded that effective teachers significantly contribute to students’ academic and personal development, recommending enhanced teacher training, regular feedback from students, and improved accommodations for faculty.

Keywords: University teacher effectiveness, Student performance, Teacher qualities, Teaching methodology, Student engagement.