Moving towards a Comprehensive Instructor Performance Appraisal Model for Intensive English Programs

In higher education institutions, various performance appraisal models (PAM) are proposed worldwide for evaluating academic performance. However, these models often prove unsuitable for implementation in Intensive English Programs (IEP) at universities. Therefore, this study aimed to develop an instructor PAM that aligns with accreditation requirements, focuses on instructor autonomy with the end goal of ensuring, maintaining and enhancing educational quality. The study involved 134 English language instructors from the IEP of a state university in Türkiye. Data were collected through semi-structured interviews, focus groups, and a survey. Based on the findings of the needs analysis, an Instructor PAM was designed and developed. After instructors received training on the implementation process, they fulfilled the model’s requirements during a semester. The model was subsequently evaluated through semi-structured interviews, and areas for revision were discovered. The revised model will undergo implementation for an additional term to finalize its structure.