Exploring a Vocational High School English Teacher’s Self-Evaluation for Quality Teaching

Abstract

Exploring a Vocational High School English Teacher’s Self-Evaluation for Quality Teaching; Kameliatul Riskiyah; 190210401049; 2026; 64 pages; English Language Education Study Program, Language and Arts Department, Faculty of Education, University of Jember. This study examines how an English teacher at a vocational high school conducts self-evaluation to achieve quality teaching. The study is motivated by the importance of teacher self-evaluation in enhancing teaching practices and student learning, as well as the limited research specifically focusing on vocational high school English teachers within the Indonesian EFL context. Employing a qualitative case study design, the research involves a vocational high school English teacher, referred to as Finn, with 17 years of teaching experience. Data were collected through semi-structured interviews and analyzed using thematic analysis. Based on the findings, the study concludes that teacher self-evaluation is a continuous, systematic, evidence-based, and student-centered process integrated into the daily teaching cycle. The process encompasses teaching activities, observing classroom evidence, evaluating student learning and teaching effectiveness, identifying strengths and weaknesses, engaging in reflection and decision-making, documenting findings, and revising future teaching practices. These findings support existing literature that views self-evaluation as a vital form of reflection and professional development. However, this study offers a context-specific perspective by demonstrating how self-evaluation is naturally practiced by an English teacher at a vocational high school, rather than through the use of formal, standardized instruments. In conclusion, self-evaluation enables teachers to transform the daily classroom experiences and evidence of student learning into continuous professional learning and tangible improvements in teaching practices. This is particularly beneficial in the context of vocational schools, as it helps teachers addresses students’ learning needs, classroom management challenges, issues regarding student engagement, and the available facilities.