Improving Teacher Evaluation Practices: Assessment of Teachers´ Competence to Identify Psychological and Social Aspects of Learners

Authors

  • Alena Hašková Department of Technology and Information Technologies, Faculty of Education, Constantine the Philosopher University in Nitra, Dražovská 4, 949 01 Nitra, Slovakia
  • Zdenka Gadušová Department of English and American Studies, Faculty of Arts, Constantine the Philosopher University in Nitra, Štefánikova 67, 949 01 Nitra, Slovakia
  • Eva Stranovská Department of Romance and German Studies, Faculty of Arts, Constantine the Philosopher University in Nitra, Štefánikova 67, 949 01 Nitra, Slovakia
  • Anna Tirpáková Department of School Education, Faculty of Humanities, Tomáš Baťa University in Zlín, Štefánikova 5670, 76001 Zlín, Czech Republic & Department of Mathematics, Faculty of Natural Sciences and Informatics, Constantine the Philosopher University in Nitra, Tr. A. Hlinku 1, 949 01 Nitra, Slovakia

DOI:

https://doi.org/10.15503/jecs2025.3.319.340

Keywords:

teacher, competence, evaluation, assessment tool, learner

Abstract

Aim. In the paper the authors present results of piloting the tools for assessment of a teacher´s competence to identify psychological and social aspects of learners, which is one of ten key competences to which they developed sets of evaluation tools. Among the designed tools were: observation Assessment Sheets for the evaluators, Self-Assessment Sheets for the observed teachers, and Record Sheets to carry out subsequent PostObservation Interviews. The aim of the piloting was to answer two research questions: RQ1: Are teachers aware of and do they reflect on psychological and social aspects of learner(s) learning? RQ2: Does the self-reflective assessment of teachers differ from the assessment carried out by observers? If yes, then to what extent?

Methods. The pilot research sample consisted of 62 observed teachers and 62 observers from various types of schools in different cities in Slovakia. To answer the two research questions, the authors analysed research data collected from the assessment tools for the stated competence from this research sample.

Results. Results of the piloting showed that teachers are good at pedagogical communication, have a relatively good overview of psychological, and to some extent also social aspects influencing the teaching process. In self-assessment sheets of teachers, verbal comments were most commonly focused on respecting the learners' personality traits, individual working pace, positive classroom climate and forms of praise.

Conclusion. Based on the above-mentioned findings, the authors point out applicability of the created assessment tools for evaluation teachers´ competence to identify psychological and social aspects of learners.

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Author Biographies

  • Alena Hašková, Department of Technology and Information Technologies, Faculty of Education, Constantine the Philosopher University in Nitra, Dražovská 4, 949 01 Nitra, Slovakia

    Professor of Technology of Education.  She works at Faculty of Education, Constantine the Philosopher University in Nitra. Her primary interests are methodology of teaching, IT applications in education, development of educational environments and their use for specific purposes, evaluation of teachers’ competences, school leadership and optimization of school management. Currently she acts as the guarantee of the postgraduate (Ph.D.) study program Didactics of Technical Subjects and guarantees habilitation and inauguration procedure in the science branch Branch/Subject Didactics - Didactics of Technical Subjects. She is an author and co-author of 20 monographs, 10 textbooks and approximately 400 articles published in Slovakia and abroad.

  • Zdenka Gadušová, Department of English and American Studies, Faculty of Arts, Constantine the Philosopher University in Nitra, Štefánikova 67, 949 01 Nitra, Slovakia

    Experienced university manager, project coordinator, university teacher and teacher trainer in the field of methodology of foreign language teaching at the Department of English and American Studies, Faculty of Arts, Constantine the Philosopher University in Nitra (Slovakia). For several years she worked in the position of the Head of the Department where she co-ordinated several TEMPUS JEP projects. In 1996 she became the Vice-dean for Education and since 2002 she was in the position of the Dean of the Faculty of Arts for 8 years. Then, in the years 2010-2014, she was the vice-dean for research and postgraduate studies. She is the author of more than 200 scientific publications, including articles, monographs, chapters in books and textbooks.

  • Eva Stranovská, Department of Romance and German Studies, Faculty of Arts, Constantine the Philosopher University in Nitra, Štefánikova 67, 949 01 Nitra, Slovakia

    Works at the Department of Romance and German Studies, Faculty of Arts, Constantine the Philosopher University in Nitra, Slovakia. She is involved in foreign language (German) teacher training. Her research activities are focused on psycholinguistics, applied linguistics, and applied social psychology, cognitive linguistics, didactics and foreign language methodology. Recently, she focuses her applied research on investigating the impact of the intervention on foreign language competence and reading comprehension. She has been principal investigator in several national and international projects. The results of her research have been published in peer-reviewed journals in WoS and Scopus databases and in a number of conference proceedings. She also is the author of 23 scientific monographs, 15 university textbooks, and 4 textbooks for primary and secondary schools.

  • Anna Tirpáková, Department of School Education, Faculty of Humanities, Tomáš Baťa University in Zlín, Štefánikova 5670, 76001 Zlín, Czech Republic & Department of Mathematics, Faculty of Natural Sciences and Informatics, Constantine the Philosopher University in Nitra, Tr. A. Hlinku 1, 949 01 Nitra, Slovakia

    Professor of mathematics at the Department of Mathematics, Faculty of Natural Sciences and Informatics, Constantine the Philosopher University in Nitra, Slovakia, and Tomáš Baťa University in Zlín, Czech Republic. She received her RNDr. degree in Theory of Mathematical Pedagogy from Comenius University in Bratislava in 1980, and her PhD. degree in Probability and Mathematical Statistics from the Faculty of Mathematics, Physics and Informatics of Comenius University in 1990. She currently works as the main guarantor of the single-major study program Mathematical-Statistical and Information Methods in Economics and Finance, 1.and 2. degree of university study, guarantor for Rigorous procedure (RNDr.) in the field of study 9.1.10 Statistics and main guarantor for habilitation procedure and procedure for appointment of professors in the field of 9.1.8 Theory of Mathematics Teaching, assessor of the Slovak Accreditation Agency for Higher Education of the Slovak Republic. Her scientific research focuses on probability theory, mathematical statistics, fuzzy set theory and their applications. She is the author of more than 20 textbooks; 15 monographs; 10 teaching texts; 230 scientific articles, of which 75 articles registered in WoS, more than 500 citations, of which 313 SCI citations.

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Published

2025-09-23

How to Cite

Hašková, A., Gadušová, Z., Stranovská, E., & Tirpáková, A. (2025). Improving Teacher Evaluation Practices: Assessment of Teachers´ Competence to Identify Psychological and Social Aspects of Learners. Journal of Education Culture and Society, 16(2), 319-340. https://doi.org/10.15503/jecs2025.3.319.340