Sustainability of Learning Outcomes Quality in Light of Faculty Performance Evaluation from Students’ Perspectives: A Case Study of Public sector Universities

Abstract

The study objective was to test the relationship between faculty performance evaluation and students' sustainable learning outcomes quality among Saudi Arabia public sector universities. For this purpose, a quantitative correlational analytical methodology was employed where data were collected from 650 students through the self-administered questionnaires using a convenient sampling technique. The study results show that there is a high level of satisfaction of students in the learning outcome quality and faculty performance evaluation. The study results also indicated that there is no statistically significant difference in the faculty performance and student learning outcomes on the bases of gender and academic level, which reflects fair teaching practices and equitable educational opportunities within the university. Furthermore, a strong positive correlation was found between faculty performance
evaluation and the continuity of learning outcomes which is being highlighting that improving teaching performance directly contributes to sustainable student learning. These findings contributed towards the importance of raising of culture of academic quality, leveraging student evaluations as a tool for continuous improvement, and linking learning outcomes to labor market needs to ensure their sustainability. The study also contributed to provide an evidence-based framework for developing educational policies that support sustainable teaching performance and sustainable continuous learning quality among the Saudi Arabia public sector colleges