Teacher Self-Evaluation in Their Own Practice A Case Study at Nhu Van Lan High School = Giáo viên tự đánh giá giờ dạy Nghiên cứu điển hình tại trường THPT Nhữ Văn Lan

Vietnam National University, Hanoi
University of Languages and International Studies
FACULTY OF POST – GRADUATE STUDIES




VŨ THỊ NHUNG


TEACHER SELF-EVALUATION IN THEIR OWN PRACTICE:
A CASE STUDY AT NHU VAN LAN HIGH SCHOOL

(Giáo viên tự đánh giá giờ dạy: Nghiên cứu điển hình tại trường
THPT Nhữ Văn Lan)

MINOR THESIS

Field: English Teaching Methodology
Code: 60 14 10








Hanoi, 2011

Vietnam National University, Hanoi
University of Languages and International Studies
FACULTY OF POST – GRADUATE STUDIES




VŨ THỊ NHUNG


TEACHER SELF-EVALUATION IN THEIR OWN PRACTICE:
A CASE STUDY AT NHU VAN LAN HIGH SCHOOL

(Giáo viên tự đánh giá giờ dạy: Nghiên cứu điển hình tại trường
THPT Nhữ Văn Lan)

MINOR THESIS

Field: English Teaching Methodology
Code: 60 14 10
Supervisor: Dr. Tô Thị Thu Hương

Hanoi, 2011


i
DECLARATION


I hereby certify that the minor thesis entitled “Teacher Self-evaluation in Their Own
Practice: A Case Study at Nhu Van Lan High School” is the result of my own study to fulfill
the requirements for the Degree of Master of Arts at College of Foreign Languages, Hanoi
National University, and that this minor thesis has not been submitted for any degree at any
other universities or tertiary institution.
The research reported in this thesis was approved by Doctor To Thi Thu Huong,
Vietnam National University of Hanoi.

Signature:


Vu Thi Nhung

ii
ACKNOWLEDGMENTS
First of all, I would like to express my deepest gratitude to my supervisor, Dr. To Thi
Thu Huong, from Vietnam National University, Hanoi, University of Languages and
International Studies for her thorough reading, critical comments, invaluable guidance and
precious corrections on my writing.
My sincere thanks also go to Assoc. Prof. Dr. Le Hung Tien and all the staff members
of the Faculty of Post–graduate Studies, University of Languages and International Studies,
Vietnam National University, Hanoi for their interesting and informative lectures that have
provided me with useful knowledge of teaching methodology.
I am also indebted to the teachers of English at Nhu Van Lan high school for their
enthusiastic assistance during the process of collecting data and information for my study.
Last but not least, I am greatly grateful to my husband and my family for their support
and encouragement in completing this minor thesis.















iii

ABSTRACT

In the academic year 2010-2011, Haiphong Department of Education and Training
introduced self-evaluation to teachers. In an attempt to investigate the reality of teacher self-
evaluation at Nhu Van Lan high school, a case-study approach was adopted. The main
purposes of the research were to find out: (1) English teachers’ attitude toward teacher self-
evaluation; (2) English teacher self-evaluation in practice; (3) the main difficulties in
implementing teacher self-evaluation. The cases in the study were six English teachers at Nhu
Van Lan high school.
The findings were based on
semi-structured interviews with teachers,
triangulated with group discussion and document analysis.
The results of the study show that all of the teachers had a positive attitude towards the
necessity of teacher self-evaluation in teaching and learning. The implementation of self-
evaluation raised teachers’ awareness of their teaching practices and somewhat increased the
effectiveness of teaching and learning. However, they also identified some problems such as lack
of official guidelines or training for self-evaluation, the time-consuming factor involved, little
improvement in teaching and learning effectiveness and the subjectivity of teacher self-
evaluation, etc. These findings serve as the basis for several practical recommendations made
to encourage teachers to apply self-evaluation as a reflective process in teaching in order to
improve their profession and the teaching and learning effectiveness. The recommendations
are made to Haiphong Department of Education and Training, the leaders of Nhu Van Lan
high school and individual English teachers of the school.

iv
ABBREVIATIONS

HDOET: Haiphong Department of Education and Training
NVL: Nhu Van Lan high school
TSE: Teacher self-evaluation

v
TABLE OF CONTENTS
Declaration………………………………………………………………………………

Acknowledgements………………………………………………………………

Abstract…………………………………………………………………………………
…
Abbreviations
……………………………………………………………………
Table of contents
… ………………………………………………………………………
List of tables
………… …………………………………………………………………
PART A.

INTRODUCTION… ………………………………………………
1. Rationale…………………….………………………………………………

2. The study
aims………………………………………………………………
3. Research questions …………………………………………………………………
4. Method of the study
…………………………………………………………………
5. Scope of the
study……………………………………………………
6. Design of the
study…………………………………………………………………
PART B.
DEVELOPMENT……………………………………………………………
Chapter 1. Literature review………

i
ii
iii
iv
v
vii
1
1
2
2
3
3
3
5

5
5
6
6
7

7
8
10
12
13
14
14
14


vi
………………………………………
1.1. Teacher self-
evaluation… ………………………………………………
1.2. Teacher self-evaluation as a reflective process
……………………………………
1.2.1. Definition of teacher self-evaluation as a reflective process
…………………
1.2.2. Benefits of teaching reflection in practice
……………………………
1.2.3. The strengths and weaknesses of teacher self-evaluation as a reflective
process
……………………………………
1.2.4. Necessary conditions for self-evaluation as a reflective

process……………
1.2.5. Approaches to teacher self-evaluation as a reflective process………………
1.3. Criteria of effective teaching judgment
……………………………………………
1.4. Empirical research on teacher self-
evaluation……………………………………
Chapter 2. The
study….………………………………………………………
2.1. Context of the
study……………………………………………………
2.2. Method of the
study………………………………………………………………
2.3. Data
collection……………………………………………………………………
2.3.1.
Participants…………………………………………………………………
19
19
19
21
23
23
27
27
33
33
35
35
36

I
III
IV
VI
I
IX


vii
2.3.2. Data collection instruments and procedures
………………………………
2.4. Methods of data
analysis……………………………………………
Chapter 3. Results of data analysis and
discussions………………….………………
3.1. Semi-structured interviews
……………………………………………………….
3.2. Document
analysis………………………………………………… ……………
3.3. Group discussion
…………………………………………………………………
PART C.
CONCLUSION…………………………………………………….…
1. Summary of the
study………………………………………………………………….
2. Limitation of the research
………………… ………………………………………
3. Suggestions for further
study……………………………… …………………………
REFERENCES…………………………………………… ……………………

APPENDICES
Appendix 1. Guided questions for semi-structured
interviews……………………
Appendix 2. Guided questions for group
discussion……… ………………………
Appendix 3.
T
he instructions for teacher self-evaluation provided by
MOET……


viii
Appendix 4.
T
he instructions for teaching assessment sheet provided by HDOET

Appendix 5. Group discussion transcripts and
translation…… …………………










LIST OF TABLES

Pages
Table 1 ………………………………………………………………………… 19
Table 2 ………………………………………………………………………… 30
Table 3 ………………………………………………………………………… 31

1
PART A. INTRODUCTION
1. Rationale

How can teachers move beyond the level of automatic
or reutilized responses
to classroom
situations and achieve a higher level of awareness of how they teach, of
the kinds of
decisions they make as they teach, and of the value and consequences
of particular
instructional decisions? One way of doing this is through observing and
reflecting on one's own teaching, and using observation and reflection as a way of
bringing about change.

At Nhu Van Lan high school (NVL), in the 2010-2011 academic year, basing
on the suggestion of the expert of Haiphong Department of Education and Training
(HDOET), the administrators asked the teachers to feedback their teaching by noting
down some remarks after each teaching session. Lesson plans had to be modified in
order to be suitable for the characteristics of each teaching class. In other words,
teachers should self-evaluate their lessons to find out what needs to be changed. This
indicated that HDOET and the administrators at NVL paid attention to the
importance of TSE in developing teacher professionally. However, how teachers
self-evaluate in reality,

how many ways a teacher could use to self evaluate their
teaching, based on what criteria, how he/she could take advantages of the self evaluation
result to improve teaching and learning effectiveness were questionable. In addition,
there
have not been any researches on teacher self-evaluation conducted at NVL.
All the above-mentioned reasons encouraged me to conduct the research
entitled
“Teacher Self-Evaluation in Their Own Practice: A Case Study at Nhu Van Lan High
School” in order to find out what are English teachers’ attitudes towards TSE, how they
applied teacher self-evaluation in their teaching practice, what problems they encountered
when self-evaluating and how to encourage them to make use of self evaluation for
teaching and learning effectiveness.
2. The study aims:
With the above rationale, the main aims of this research are:
- To find out English teachers’ attitudes towards TSE

2
- To examine how English teachers at NVL apply self- evaluation as a reflective process in
their teaching in reality
- To investigate the difficulties arisen when English teachers use TSE in their teaching
On the basis of the findings, the author recommends some ways to encourage English
teachers to apply self-evaluation as a reflective process for effective teaching and learning
and ways to overcome the difficulties as well.
3. The research questions:
With the aims stated above, the researcher proposed the following research questions
for the study:
1. What are English teachers’ attitudes towards TSE?
2. How do English teachers self-evaluate in reality?
3. What difficulties do English teachers have in applying self-evaluation in their
teaching?

4. How to encourage English teachers at NVL to apply self-evaluation for effective
teaching and learning?
4. The method of the study:
The research was conducted as a case study. The qualitative method and
quantitative method were used to analyze the implementation of TSE as a reflective
process of English division at NVL. The specific methods used in this study were semi-
structured interviews, document analysis and group discussion.
5. The scope of the study.
The study focuses on investigating English teachers’ attitudes toward TSE, teacher
self-evaluation in practice, the obstacles preventing English teachers at NVL from carrying
out self-evaluation as reflective process. Then, some suggestions will be recommended to
encourage teachers to apply self-evaluation as reflective process in teaching in order to
improve their profession and the teaching and learning effectiveness as well.


3
PART B. RESULTS OF DATA ANALYSIS
1. Semi-structured interviews
Teachers’ attitudes toward self-evaluation
With regard to the teachers’ attitudes to self-evaluation, all of them agreed that
teacher self-evaluation is necessary for their professional development and the
improvement of teaching and learning effectiveness. This indicated that English teachers
had positive attitudes toward self-evaluation and realized its importance in teaching.
The implementation of teacher self-evaluation
Concerning the implementation of teacher self-evaluation, all of the teachers said that
they self-evaluated their teaching lessons regularly right after each teaching session as the
administrators required them to do. However, the teachers all stated that they were not
trained to self-evaluate their teaching when they were at university as well as they did not
receive any official guidance for teacher self-evaluation documents. They were just asked
to do without specific guidance. Teacher 2 told me that:

“We started to self evaluate our teaching lesson only when they were
evaluated by the expert of Haiphong Education and Training Department in
October 2010. Before that time, we were not required to self-evaluate though,
as a teacher, we often consciously or unconsciously evaluate our daily
teaching performance. After each teaching session we can feel how successful
or unsuccessful the lesson is, how we are satisfied with it. Nevertheless, we
normally do not note down but keep it in mind.”
This is the reason why, when I asked them about the criteria basing on which teachers
used to self-evaluate their lessons, their answers were different. Teacher 1 said that:
“I often give the criteria to evaluate the teaching lesson on my own such as:
the knowledge needed to obtain in the lesson, students’ understanding,
students’ participation in the lesson, etc.”
Teachers 4 and 6 often self-evaluated basing on the criteria for evaluating a good teaching
lesson issued by Haiphong Department of Education and Training (HDOET) and paid
more attention to the content of the lesson, teachers’ organizing activities and the

4
effectiveness of these activities than other aspects of teaching. Meanwhile, the rest of the
interviewed teachers often based on the standard of knowledge and skills for each teaching
session published by Ministry of Education and Training in which the teachers cared more
about students’ acquisition then considered their teaching techniques.
Regarding the approaches to evaluating the lessons, most of the teachers self-
evaluated by comparing the teaching lesson with criteria they have set and writing down
some notes at the end of their lesson plan such as what needs to be changed or
supplemented for the next lesson. Besides, some teachers observed their colleagues’
lessons then learned from their experience.
The implementation of self-evaluation in teaching brought back more effectiveness
in teaching and learning. That was an agreement of most of the teachers. Various responses
on the interviews indicated that TSE raised teachers' awareness of their effectiveness as
teachers, improve teaching practices resulting in improved learner outcomes, give teachers

control over their own evaluation process and reinforcement their perceptions of their
teaching. As a result of engaging in self-evaluation, and the subsequent modifications to
their reported teaching activities, the teachers have noted significant outcomes for
themselves in both their professional and teaching area. Teacher 2 stated that she is now
more conscious of giving clearer instructions. Teacher 3 has noted a modification to his
body position in relation to the learners, especially when writing on the board, she stated:
“With regard to writing on the board, my instruction has changed. Before,
when writing on the board, I used to write on it and face while explaining and
covering half of the words. Therefore, in the classroom my voice is not being
projected to them, it's being lost. But I learned to write on the board first, and
then explain it."
Teacher 4 now incorporates more learner feedback into each of her lessons, to assist her
with her own evaluation. She seeks more input and participation from them. She finds this
approach to be more effective for herself and for her learners.
Teacher 5 identified improved organizational skills. She stated:
“With my lesson planning, it helped me organize my tasks better. It also helped
make me more aware of the objectives of my lesson so that now I ask myself

5
more often, what do I want the students to achieve by the end of this lesson and
how am I going to do that? How am I going to get there? What task is
relevant, what task is not? By being more organized, I am being more aware of
my students' needs."
Teacher 6 discovered that she spoke too much in the classroom. She stated:
“I felt that I was talking too much and that I could afford a little engagement of
the students. After all, I have tried to do more communicative work within the
limitations I have. Sometimes I am able to do more communicative work when
the level balances out."
Then teacher 6 has tried to speak less in the classroom. She has a goal to shift from a
primarily teacher-centred methodology to one that is more communicative and student-

centred.
Professionally speaking, these teachers felt that they were more aware and enlightened
about their teaching practices. Lessons modified as a result of self-evaluation were often
taught smoothly, teaching activities were flexible, students were more active, etc. The
teachers increased confidence in teaching.
Whereas, teacher 1 did not report on significant modifications to his reported teaching
activities, stating that change takes time. He felt he needed more time to adjust the teaching
practices to meet these changes consistently and successfully.
When being asked about the way to keep self-evaluation results, the teachers all used
their lesson plans to store the results. Teacher 4 explained that she would modify her lesson
plans in the next academic year based on what she learned from the last experience.
With what the teachers said about their implementation of self-evaluation after each
teaching session, the researcher found that all English teachers at NVL seemly were aware
of the importance of self-evaluation and somewhat gained the improvement in teaching
and students’ learning as well though self-evaluation was newly introduced and the
teachers themselves had not much experience and knowledge about it.
The difficulties in applying self-evaluation
When asking about the difficulties that the teachers encountered in applying self-

6
evaluation in teaching, the teachers shared the same ideas. In their opinions, the most
difficult problem of self evaluation was time-consuming. The participants reported that they
had to teach at least 20 periods per week (including extra teaching lessons). This did not
include lesson planning time. Most teachers also engaged in other activities or jobs such as
senior master/mastress. Teacher 1 complained that he felt tired of writing again and again
some common feedbacks while he had a lot of thing to do. Refer to the most significant
weakness, teacher 3 responded:
"It took time. Just that it was one more thing that I had to think about in
addition to all of this teaching and preparation that I normally do”
Another concern expressed by teachers was that they did not have enough training. A

majority of the teachers felt that they needed the appropriate training regarding the self-
evaluation approaches and techniques. As stated before, the teachers only self-evaluated their
lesson when the expert of HDOET came to NVL and suggested teachers to carry out this
new technique. However, what and how to self-evaluate was not introduced clearly. Teacher
1 complained that: “We are forced to do and examined, but teacher self-evaluation is a newly
and broad concept. We do not know how to self-evaluate if the expert of HDOET does not
give us the adequate guidelines”
In addition, self-evaluation is often subjective; therefore, teachers could not realize all
their shortcomings when teaching. Teacher 4 claimed that sometimes she thought that
students understood the lesson, they took part in the lesson enthusiastically and gave the
correct answers for all the exercises, but, in fact they did not because the answers had been
written in the old textbook.
The last obstacle was that though self-evaluation brought back the improvement in
teaching and learning, the effectiveness in teaching and learning was not much. TSE must
help teachers to identify areas of improvement and lead to the preparation of individual
improvement plans (including professional development)
. Without a link to professional
development and teaching effectiveness
, the self-evaluation process is not sufficient, and
as a result, often becomes meaningless. All the teachers reported that teacher self evaluation
results brought back little improvement in teaching and learning. Teacher 2 stated that
teaching depends on a lot of factors in which teacher’ role is guidance not a decisive factor.

7
In short, through the interviews with the teachers, the researcher understood more
about their attitudes and implementation of self-evaluation in practice. It is also indicated
that the teachers experienced some difficulties in applying self-evaluation in their teaching.
2. Document analysis
As stated before, after collecting data from the interview, the researcher continued to
analyze English teachers’ lesson plans in order to explore the teachers’ self-evaluation in

reality. The fact that teachers did self-evaluate their lessons by noting down several lines
about the strengths and weaknesses of the lessons. The most popular weaknesses are:
students were quiet, teachers talked too much, students’ interaction in learning activities
were limited. However, how to deal with these weaknesses was not expressed in the lesson
plan for the next lesson.
3. Group discussion
The discussion was held after the interview and document analysis. In this stage, the
researcher summarized the significant difficulties that the teachers faced with self-
evaluation. Then the researcher and the participants shared the ideas to find out the ways to
help teachers apply self-evaluation to improve the effectiveness in teaching and learning.
Recommendations were offered in terms of the responsibility of HDOET, the administrators
of NVL and the teachers themselves.
Followings are some recommendations teachers made during the discussion:
 Suggestions to HDOET
Concerning the lack of an official document or guidelines from HDOET, all of the
participants expressed a need for formal training in self-evaluation in order for it to be
effective. They highlighted a need for training in the methods of self-evaluation as well as
training in the overall self-evaluation process including the identification of teaching
strengths and weaknesses and the analysis process. A more detailed instruction should be
provided. In the instruction, they should make clear how TSE should be done. Formal
training in self-evaluation could provide teachers with alternative strategies in self-
evaluation. Besides, an official policy relating to TSE set by HDOET needs to be enforced
so that all the teachers will self-evaluate their teaching with the higher accountability.

8
HDOET also needs to open workshops for teachers to share experiences in taking
advantages of self-evaluation in teaching.
 Suggestions to the leaders of NVL
Overloaded teaching work is a big problem for the teachers when implementing self-
evaluation. Concerning this, the teachers all agreed that they need support from their

administrators by cutting down the teaching time. The teacher’s schedules were consumed
with 12 to 15 teaching lessons and eight to ten extra-lessons per week, time required for
lesson planning, along with other personal commitments. They were too busy at work which
was not corresponding to their rather low salary. If teaching time could be reduced, they
would do self-evaluation better
.
In addition, one teacher suggested reducing evaluation time.
Instead of self-evaluating right after each lesson, teachers could summarize their strengths
and weaknesses after each unit (five lessons).


Besides, the teachers expressed a need for positive environmental conditions including
contextual support for teacher growth and development. If the workplace encourages
reflection and self-evaluation activities; TSE entails performance-based career advancement
and/or salaries, bonus
pay,
then teachers are more likely to do at their best.
Finally, teachers still want supervisory evaluation to be a part of the evaluation process.
Teachers were not comfortable basing the analysis of their teaching effectiveness solely on
their own evaluation feedback. Teachers felt that they needed additional feedback from
their expert and supervisors. Several teachers also suggested that teacher self-evaluation
needs to be combined with other traditional evaluating techniques such as evaluation from
their colleagues or from students. This need for additional feedback in the evaluation
process is important; after all, self-evaluation doesn't replace but complements the
evaluation process.
 Suggestions to the individual English teachers of the school
Firstly, the teachers should take primary responsibility for doing evaluation. It is the
teacher who is the final arbiter of the effectiveness of his/her teaching. Self-evaluation is
inherent in teaching. It must be a task of teacher life-long career. It is one of the key skills
necessary for the teacher to be a professional. Self-evaluation is necessary for the teachers

who are interested in teacher's growth and in the development of teaching as a profession

9
and want to become effective teachers. Teachers need to examine continuously their
planning, thinking, assessing, teaching, etc., to ensure that all the students in their
classroom are learning and can provide evidence of that learning. If done correctly a self
evaluation can be a highly dynamic and positive process, which can stimulate debate and
empower individuals to express their views.
Secondly, each teacher of the school should equip the knowledge and skills that are
needed for self-evaluation while an official document about TSE has not been introduced.
This step is a crucial one because teachers make the important decision regarding what
language skills, which area of teaching, what techniques to consider for self-evaluation. One
of the best ways is get information from teaching books, journals and internet publications.
Thirdly, using an appropriate self-evaluation technique is highly recommended.
Teachers need to use a self evaluation method that suits their setting, that is manageable and
that gives meaningful result. In other words, teachers need to take the practicality of self-
evaluation into consideration. From the researcher’s own experience, TSE model given by
Limantoro (2003) seems to be the most useful for teachers to monitor their performance in
the classroom and decrease the subjectivity of self-evaluation as well.
Last but not least, each teacher should be more aware of using teacher self-evaluation
result in teaching. More important than where teachers are now is what they plan to do to
improve themselves in the areas that they, as a professional, believe are in need of
improvement. These modifications declared by the participants in this research may not be
long-term modifications. Whether teachers will continue to improve in their identified area
of weakness will probably be determined by their continuity of reflective activities and
ongoing self-evaluation that will reinforce the decisions they make about the necessary
improvements required in their teaching. According to Clark (1992), "to develop ourselves
as professionals we must plan, select, sketch, make errors, and rearrange the familiar
furniture of the mind. We must design ourselves, and continue to revise, redesign, and learn
from experience" (p. 77).

10
PART C. CONCLUSION

Research on effective teaching over the past three decades has shown that effective
practice is linked to inquiry, reflection, and continuous professional growth. Reflective
practice can be a beneficial form of professional development. By gaining a better
understanding of their own individual teaching styles through reflective practice, teachers
can improve their effectiveness in the classroom. Self-evaluation is a confidential personal
device to help teachers analyze their overall performance and to set goals for self-
improvement. The study aims at investigating the application of TSE – a new technique at
Nhu Van Lan high school.
In the first place, the study provides theoretical background which summarizes some
researchers’ various views on definitions of teacher self-evaluation, benefits of TSE in foreign
language teaching and learning, approaches and criteria to self-evaluate.
In order to achieve the expected objectives of the study, the data from the interviews
with the teachers, the analysis of teachers’ lesson plans and a group discussion were analyzed
thoroughly to find out what are teachers’ attitudes toward self-evaluation, how the teachers
self-evaluated in practice and the problems that the teachers had to cope with when
implementing this newly introduced technique. The results of the study show that all of the
teachers had a positive attitude towards the necessity of TSE for their profession
development and the effectiveness in teaching and learning. The implementation of self-
evaluation raised their awareness of their teaching practices and somewhat increased the
effectiveness of teaching and learning. However, upon engaging in self-evaluation, teachers
had to face with some difficulties. On the basis of the problems arisen, some proposed
recommendations for improving the teaching and learning at NVL are presented specifically.
The recommendations are made to HDOET, the leaders of NVL and an individual English

teacher of the school. The problems and recommendation related to TSE can be
summarized as follows:
First of all, self-evaluation was time-consuming. The teachers schedules were
already consumed with a lot of teaching hours, time required for lesson planning, along with
other personal commitments. Teachers need to be reduced their teaching work to have more

11
time for carrying out self-evaluation. Therefore, support from the leaders of NVL is required
to make the necessary provisions for an allotment of time for self-evaluation activities so that
teachers can go beyond reflection to a more systematic process of evaluating themselves.
Secondly, because of the subjectivity, teachers were not comfortable basing the
analysis of their teaching effectiveness solely on their own evaluation feedback. Teachers
needed to have additional feedback from their supervisors or colleagues. It was
recommended that the traditional methods of evaluation as an additional element in the
overall evaluation process are profitable. Self-evaluation doesn't replace other methods of
evaluation but complements them.
Thirdly, all of the participants did not receive any previous training in self-evaluation
which partly reduced the effectiveness of application of self-evaluation in practice.
Therefore, a formal training in self-evaluation offered by HDOET in order for it to be
effective is needed. Formal training in self-evaluation could provide teachers with
alternative strategies in self-evaluation, as a result, the effectiveness of teaching and
learning would be improved.
Beside that, teachers themselves need to raise their higher accountability for self-
evaluating, they must believe in
TSE as an essential component in their profession
growth and development; otherwise, TSE is only formalistic.
This means that teachers
must engage in self-evaluation as a voluntary work during their own time. Teachers also
need to be flexible in choosing techniques and methods when undergoing self-evaluation.
The alternative strategies that teachers employ must suit their setting, be manageable and

gives meaningful result. Last but not least, teachers need to modify their teaching basing on
self-evaluation result for the teaching and learning effectiveness, which is the most significant
aim of self-evaluation.

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