Public commentary on teacher quality: an analysis of media comment on the teaching performance assessment.

In Australia, the Teaching Performance Assessment (TPA) is a relatively new, mandatory hurdle which must be completed just prior to the graduation stage of initial teacher education (ITE) programmes. This high-stakes task is one of a growing number of requirements to come out of the standards and accountability regime as outlined in the Australian Institute for Teaching and School Leadership (AITSL) document for accreditation for ITE programmes. We delve into the public commentary about the broader commission of preservice and graduate teacher quality in general and the TPA in particular. We draw on Bernstein's pedagogic identities and deductively apply this theory to explore this phenomenon. We use a data set of publicly available legacy media and social media tweets made over a ten-month period from August 2019 to May 2020 to reveal the focus, inherent bias and pedagogic identities promoted by these public discourses. The paper concludes with discussion about the implications of these drivers on the public perception of quality in ITE and on the status of teaching more broadly.

Variability of residents' ratings of faculty's teaching performance measured by five- and seven-point response scales.

BACKGROUND: Medical faculty's teaching performance is often measured using residents' feedback, collected by questionnaires. Researchers extensively studied the psychometric qualities of resulting ratings. However, these studies rarely consider the number of response categories and its consequences for residents' ratings of faculty's teaching performance. We compared the variability of residents' ratings measured by five- and seven-point response scales. METHODS: This retrospective study used teaching performance data from Dutch anaesthesiology residency training programs. Questionnaires with five- and seven-point response scales from the extensively studied System for Evaluation of Teaching Qualities (SETQ) collected the ratings. We inspected ratings' variability by comparing standard deviations, interquartile ranges, and frequency (percentage) distributions. Relevant statistical tests were used to test differences in frequency distributions and teaching performance scores. RESULTS: We examined 3379 residents' ratings and 480 aggregated faculty scores. Residents used the additional response categories provided by the seven-point scale - especially those differentiating between positive performances. Residents' ratings and aggregated faculty scores showed a more even distribution on the seven-point scale compared to the five-point scale. Also, the seven-point scale showed a smaller ceiling effect. After rescaling, the mean scores and (most) standard deviations of ratings from both scales were comparable. CONCLUSIONS: Ratings from the seven-point scale were more evenly distributed and could potentially yield more nuanced, specific and user-friendly feedback. Still, both scales measured (almost) similar teaching performance outcomes. In teaching performance practice, residents and faculty members should discuss whether response scales fit their preferences and goals.

Factors Influencing Seminar Learning and Academic Achievement.

Many veterinary curricula use seminars, interactive educational group formats in which some 25 students discuss questions and issues relating to course themes. To get indications on how to optimize the seminar learning process for students, we aimed to investigate relationships between factors that seem to be important for the seminar learning process, and to determine how these seminar factors account for differences in students' achievement scores. A 57-item seminar evaluation (USEME) questionnaire was administered to students right after they attended a seminar. In total, 80 seminars distributed over years 1, 2, and 3 of an undergraduate veterinary medicine curriculum were sampled and 988 questionnaires were handed in. Principal factor analysis (PFA) was conducted on 410 questionnaires to examine which items could be grouped together as indicators of the same factor, and to determine correlations between the derived factors. Multilevel regression analysis was performed to explore the effects of these seminar factors and students' prior achievement scores on students' achievement scores. Within the questionnaire, four factors were identified that influence the seminar learning process: teacher performance, seminar content, student preparation, and opportunities for interaction within seminars. Strong correlations were found between teacher performance, seminar content, and group interaction. Prior achievement scores and, to a much lesser extent, the seminar factor group interaction appeared to account for differences in students' achievement scores. The factors resulting from the present study and their relation to the method of assessment should be examined further, for example, in an experimental setup.

Competence, preparation, and relaxation: Contributing factors to EFL student teachers' self-efficacy and teaching performance in microteaching training.

Microteaching is called "micro" teaching because it involves teaching a short lesson to a small group of people in a simulated classroom setting, with the goal of improving specific teaching skills or behaviors. Microteaching training represents a significant approach for enhancing the teaching competencies of student teachers. However, there is a scarcity of studies that examine the factors contributing to the self-efficacy and teaching performance of student teachers, both of which are central concerns in microteaching training programs. This study addresses this gap by synthesizing five contributing factors from existing literature, collecting survey responses from 272 English-as-a-foreign-language (EFL) student teachers, and employing structural equation modeling (SEM) to analyze the relationships between these factors. The four hypotheses that were rejected yielded unexpected results, indicating negative relationships between participants' teaching experience and EFL speaking competence with their lesson-delivery competence, as well as a negative relationship between lesson-delivery competence and self-efficacy. Interestingly, public speaking anxiety was found to have no statistically significant impact on EFL student teachers' self-efficacy. This study establishes a theoretical framework that can assist decision-makers in enhancing facilitators and overcoming barriers in microteaching training programs. This framework can also be adapted for use in other academic studies.

Influence of kindergarten principals' contingent rewards on teachers' creative teaching performance: Testing a moderated-mediated model.

BACKGROUND: Although research has increased the current understanding of creative teaching, evidence on the factors that influence this behavior and the underlying mechanisms remains limited. OBJECTIVE: This study, grounded in conservation of resources theory, proposed and empirically examined the relation between contingent reward leadership (CRL) among Chinese kindergarten principals and teachers' creative teaching performance (CTP). In addition, the study assessed the mediating effect of organizational innovation support (OIS), bureaucratic organizational culture (BOC), and innovative organizational culture (IOC), as well as the moderating effect of ideological psychological contracts (IPCs), to provide robust insights into how CRL can motivate kindergarten teachers' CTP. METHODS: A total of 518 kindergarten teachers aged 20-55 years participated in the study. Structural equation model analysis was conducted to examine the multiple mediating effects of OIS, BOC, and IOC, as well as the moderating effect of IPC in the relation between CRL and CTP. RESULTS: OIS served as a mediator in the relation between CRL and CTP. OIS and BOC played a chain mediating role in the relation between CRL and CTP. OIS and BOC played a chain mediating role in the relation between CRL and CTP. Additionally, IPC positively moderated the indirect relation of CRL on CTP via OIS. CONCLUSIONS: Kindergarten principals should pay attention to the positive impact of leadership style and organizational culture on teachers' innovative behavior. Moreover, prioritizing the improvement of IPCs would benefit the development of innovative behavior.

Impact of COVID-19 pandemic on academic performance and work-life balance of women academicians.

This paper explores the academic experiences of women academicians in India during the COVID-19 pandemic. Data was collected through online questionnaires from 87 women faculty members teaching in colleges and universities. Findings indicate that increased household work of women due to the pandemic and resulting lockdown has amplified their effort in executing their teaching and examination related duties, but they have ensured that their remote teaching performance has largely remained unaffected. However, the pandemic seems to have had adverse effects on research of women faculty that is likely to impinge on their future prospects of career advancement. Managing the increased demands of teaching and household work and maintaining work-life balance has been stressful for them.

Perceptions and Expectations of Academic Staff in Bucharest towards the COVID-19 Pandemic Impact on Dental Education.

Dental education was severely challenged by the COVID-19 pandemic worldwide. The evaluation of the viewpoint of the dental teachers of the Faculty of Dentistry at "Carol Davila" University of Medicine and Pharmacy in Bucharest, Romania, on these exceptional circumstances' consequences was the objective of this paper. A cross-sectional study was conducted in April 2022, on the academic staff who reported their perceptions of the emotional and educational impact of the pandemic by completing a Google Forms questionnaire. Although a significant emotional impact of the pandemic was reported by over a third of the participants (31.2%), most of them being teachers of fifth-year dental students (p = 0.019), the perceived stress had an impact on the teaching performance in few of them (14%), the quality of sleep remaining unaffected in most of them (53.7%), whereas the level of anxiety was low (57%). An educational impact regarding the techno difficulties during the online transition was mentioned by few respondents (16.1%), with male teaching staff facing the fewest problems (p = 0.024), as well as low levels of difficulties in transmitting academic information (11.9), with men also being the most unaffected (p = 0.006). More than half of the participants (59.1%) rather see digital and/or virtual education during the pandemic as having adverse effects on the educational system, the most sceptical being teachers of the fifth (p = 0.001) and sixth years (p = 0.001). The COVID-19 pandemic affected the academic staff of the Faculty of Dentistry at "Carol Davila" University of Medicine and Pharmacy in Bucharest, Romania, not only at a personal level but also at a professional, pedagogical one, due to the introduction of the online teaching system followed by the hybrid one. Age group, gender, and teaching year differentiated the degree of emotional and educational impairment.

Implementing Faculty Development Programs in Medical Education Utilizing Kirkpatrick's Model.

Since the 1970s, the definition of faculty development has evolved from improving teaching skills and classroom performance to a full range of activities involving teaching, leadership, mentorship of students, and impacting institutional culture. Unfortunately, in many educational programs, the focus of faculty development is still on classroom performance and research activities. This is troubling given the increased competitive nature of higher education in general, and even medical education, to attract the best students. The purpose of this article is to demonstrate how the Kirkpatrick model can be used as a framework for the development, implementation, and management of a comprehensive faculty development program. An important gap exists within the academic literature regarding a lack of discussion and analysis about how faculty development can be implemented in a way that helps healthcare faculty improve their skills in all areas of academic performance. At the same time, there is a lack of discussion and analysis about the need for medical schools to align faculty development with larger institutional goals and outcomes. The discussion included in this article serves to begin the process of filling that gap within the academic literature by demonstrating that the Kirkpatrick model can be used to implement and manage faculty development programs in which there is an institutional focus rather than an individual focus. By focusing on faculty development that is aligned with larger institutional goals, medical schools can be more competitive and better serve the future healthcare professionals they are training.

Core Competencies for Maritime Business Educators in the Digital Era.

In light of digitalization, the objectives of this study are to (1) identify the emerging, core competencies of maritime business educators (MBE) and (2) examine their effects on perceived teaching performance. A systematic review of the contemporary literature was first performed to build a competency framework. Subsequently, an online survey was administered to 196 faculty members of the top 10 leading maritime universities as identified from the Worldwide Maritime School Rankings produced by Hong Kong Polytechnic University. The collected data were analyzed using Exploratory Factor Analysis to extract the main competencies of MBE. The results uncovered five key competencies from 22 sub-competencies. Thereafter, Hierarchical Regression Modeling was used to examine the effects of the key competencies on perceived teaching performance. After controlling for teaching experience and job position, it was found that the five competency requirements, in descending order of their importance, have significant positive effects on teaching performance: Pedagogy, Maritime, Interpersonal, Business and Digital. Academically, this study consolidates the literature and identifies the emerging core competencies that are expected from MBE in the digital era. The study also implicates education policy formulation, offering directions for institutions to allocate their resources, develop suitable training and assessment programs, and facilitate benchmarking.

Influence of EFL Teachers' Self-Assessment on Their Self-Regulation and Self-Efficacy.

This review aimed at investigating the related studies on English as a foreign language (EFL) teachers' self-assessment and its role in their self-efficacy and self-regulation. Earlier investigations have proved that teacher self-assessment was significantly correlated with self-regulation. Moreover, studies showed that self-assessment and self-regulation enabled teachers to consider their teaching effectiveness, and they were important components of formative assessment. Earlier studies showed that self-assessment raised learner awareness and increased self-efficacy significantly through the improvement of mastery experiences. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of teacher self-assessment, self-regulation, and self-efficacy in educational contexts.

Teacher's Emotional Intelligence and Employee Brand-Based Equity: Mediating Role of Teaching Performance and Teacher's Self-Efficacy.

Educational institutions need to respond to global competitive problems, and branding has become a method for higher education institutions to differentiate themselves. Thus, this study attempted to investigate predictors of employee brand-based equity. A cross-sectional research design has been used to record the perception of the teachers, and data are collected using a convenience sampling technique. Before administrating the study on large scale, a pilot testing was conducted, and reliability of the scale and their items was ensured. Pilot testing results indicated a satisfactory reliability level, and constructs correlations were in the assumed directions, which allowed to conduct the study on a large scale. A sample size of 400 was set, and questionnaires were distributed among the participants, out of which, 376 were received back, while 351 were left at the end after discarding incomplete responses. The left over and completed questionnaires indicate 88% response rate. Data have been analyzed through the Smart PLS software by applying the structural equation modeling technique. After establishment of the measurement model through reliability and validity, the structural model was used to test study hypotheses. All the study hypotheses were found statistically significant on the basis of t and p statistics. Results indicate that teacher's emotional intelligence enhances teachers' self-efficacy, which further improves their brand-based equity. Similarly, emotional intelligence increases teacher's performance, which also increases their brand-based equity. Limitations and future directions of the study are also reported.

Criteria for Teaching Performance in Psychology: Invariance According to Age, Sex, and Academic Stage of Peruvian Students.

The use of scales to assess the performance of professors from the students' standpoint is a generalized practice in higher education systems worldwide. The purpose of this study is to analyze the factorial structure and measure the invariance of the Scale of Teaching Performance of the Psychology Professor (EDDPsic) among groups according to gender, age, and academic stage. The sample of participants was composed of 316 Psychology students from the fourth and sixth semesters (basic cycles), and from the eighth and tenth semesters (disciplinary-professional cycles) of two renowned public universities in Lima, Peru. Two hundred and thirty-one participants were women (73%), and the mean age of students was 21.5 years old (SD = 2.37). The measurement invariance of the scale in the three study variables was underpinned by a multigroup confirmatory factor analysis (MGCFA) conducted using a five-factor model that showed the best fitness indices. It is concluded that significant differences in measuring teaching performance areas of the professor depend on the students' age difference and on their academic stage (to attend the disciplinary-professional cycles).

Gendered Differences in Teaching Performance Evaluations of Obstetrics and Gynecology Residents.

OBJECTIVE: Teaching performance evaluations are commonly used for career development and advancement. Due to possible gendered expectations, implicit or explicit bias may emerge in evaluations completed by learners. This study investigated how third-year medical students evaluated teaching performance of obstetrics and gynecology resident physicians based on resident gender. SETTING: This study was conducted at the Medical College of Wisconsin in Milwaukee, Wisconsin. DESIGN: This retrospective mixed methods study examined teaching performance evaluations of obstetrics and gynecology resident physicians from 2010 to 2018, completed by third-year medical students. A two-sample, two-sided t-test was used to compare numerical scores. Deductive content analysis of written comments focused on specific categories: positive or negative agentic or communal demeanors and characteristics, teaching skills, character and professionalism, leadership abilities, clinical skills and knowledge, and frequency of words and phrases used to describe residents. SETTING: This study was conducted at the Medical College of Wisconsin in Milwaukee, Wisconsin. RESULTS: Of 83 residents (71 females, 12 males), there was no statistical significance in the teaching performance evaluation scores between male and female residents (n = 10,753 total completed evaluations). Female residents had lower scores than male residents; males tended not to score below 4 (5-point response scale; 5 = outstanding). Of 3,813 written comments, male residents had more positive comments, with statistical significance in communal characteristics (71.4% male, 53.9% female, p = 0.01). Female residents received more negative comments, with statistical significance in communal characteristics (7.5% female, 2.8% male, p = 0.01). Frequency of words presented that male residents had more "standout" traits ("outstanding," "excellent," "exemplary"), "ability" terms ("intelligent," "bright," "talented," "smart"), and were often considered "fun," "funny," and "humorous." Female residents were described by "compassion" terms ("kind," "compassionate"). CONCLUSION: Student-completed teaching performance evaluations are a valuable assessment of teaching skills and influence department recognition, award distribution, fellowship and employment opportunities. This study found that medical students did evaluate female residents differently than male residents. Understanding gendered expectations may assist in findings ways to address discrepancies between male and female physician evaluations.

Physicians' professional performance: an occupational health psychology perspective.

INTRODUCTION: Physician work engagement is considered to benefit physicians' professional performance in clinical teaching practice. Following an occupational health psychology perspective, this PhD report presents research on how physicians' professional performance in both doctor and teacher roles can be facilitated by work engagement and how work engagement is facilitated by job resources and personality traits. METHODS: First, we conducted a systematic review on the impact of physician work engagement and related constructs (e. g. job satisfaction) on physicians' performance in patient care. We additionally investigated physician work engagement and job resources in relation to patient care experience with physicians' performance at ten outpatient clinics covering two hospitals. In a following multicentre survey involving 61 residency training programs of 18 hospitals, we studied associations between physician work engagement and personality traits with resident evaluations of physicians' teaching performance. RESULTS: The findings showed that physician work engagement was associated with fewer reported medical errors and that job satisfaction was associated with better communication and patient satisfaction. Autonomy and learning opportunities were positively associated with physician work engagement. Work engagement was positively associated with teaching performance. In addition, physician work engagement was most likely supported by personality trait conscientiousness (e. g. responsibility). CONCLUSION: Given the reported associations of physician work engagement with aspects of their professional performance, hospitals could support physician work engagement in service of optimal performance in residency training and patient care. This could be facilitated by worker health surveillance, peer support or promoting job crafting at the individual or team level.

Confirmatory Factor Analysis of the System for Evaluation of Teaching Qualities (SETQ) in Graduate Medical Training.

The System for Evaluation of Teaching Qualities (SETQ) was developed as a formative system for the continuous evaluation and development of physicians' teaching performance in graduate medical training. It has been seven years since the introduction and initial exploratory psychometric analysis of the SETQ questionnaires. This study investigates the validity and reliability of the SETQ questionnaires across hospitals and medical specialties using confirmatory factor analyses (CFAs), reliability analysis, and generalizability analysis. The SETQ questionnaires were tested in a sample of 3,025 physicians and 2,848 trainees in 46 hospitals. The CFA revealed acceptable fit of the data to the previously identified five-factor model. The high internal consistency estimates suggest satisfactory reliability of the subscales. These results provide robust evidence for the validity and reliability of the SETQ questionnaires for evaluating physicians' teaching performance.

Educação física escolar em unidades prisionais: elementos para se pensar sobre a educação "por entre as grades" / School physical education in prison units: elements to think about education "through the grates" / Educación física escolar en unidades prisioneras: elementos para pensar sobre la educación "a través de las rejillas"

O objetivo do estudo foi identificar e analisar aspectos que caracterizam as aulas de Educação Física em unidades prisionais da Região dos Inconfidentes, MG. Para tal, foi realizada uma pesquisa qualitativa, a partir da entrevista semiestruturada com professores licenciados em Educação Física atuantes em escolas prisionais. Foi identificado que, devido às regras impostas pelas unidades prisionais, as aulas passam por adaptações e acontecem em salas de aula, com a proibição e/ou restrição do uso de materiais pedagógicos e de determinadas metodologias de ensino. Segundo os participantes, acresce a quase ausência dos movimentos corporais, o que acaba por subverter a lógica e os preceitos da Educação Física escolar, alicerçadas no conceito de Cultura Corporal de Movimento e nos objetivos definidos pelos documentos legais (AU).

The aim of the study was to identify and analyze aspects that characterize Physical Education classes in prison units in the Inconfidentes Region, MG. To this end, a qualitative research was carried out, based on a semi-structured interview with teachers licensed in Physical Education working in prison schools. It was identified that, due to the rules imposed by the prison units, classes undergo adaptations and take place in clas-srooms, with the prohibition and / or restriction of the use of teaching materials and certain teaching methodologies. According to the partici-pants, there is an almost absence of body movements, which ends up subverting the logic and precepts of school Physical Education, based on the concept of Body Culture of Movement and objectives defined by legal documents (AU).

El objetivo del estudio fue identificar y analizar aspectos que caracterizan las clases de Educación Física en unidades penitenciarias de la Región de los Inconfidentes, MG. Para ello, se llevó a cabo una investi-gación cualitativa, basada en una entrevista semiestructurada a profeso-res titulados en Educación Física que laboran en escuelas penitenciarias. Se identificó que, debido a las normas impuestas por las unidades peni-tenciarias, las clases sufren adaptaciones y se desarrollan en las aulas, con la prohibición y / o restricción del uso de materiales didácticos y determinadas metodologías de enseñanza. Según los participantes, hay una casi ausencia de movimientos corporales, lo que acaba subvirtiendo la lógica y los preceptos de la Educación Física escolar, basada en el con-cepto de Cultura Corporal del Movimiento y objetivos definidos por los documentos legales (AU).

Factores psicosociales y desempeño docente en un instituto superior tecnológico en Quito, Ecuador / Psychosocial factors and teaching performance at a higher technological institute in Quito, Ecuador

RESUMEN Introducción: los riesgos psicosociales afectan física y mentalmente a los trabajadores. Las condiciones laborales de docentes universitarios implican responsabilidades académicas y administrativas, exponiéndolos a altos niveles de riesgo psicosocial. Objetivo: el objetivo del estudio fue determinar la relación de los factores psicosociales en el desempeño docente, en un instituto superior tecnológico en Quito, Ecuador. Materiales y métodos: se realizó un estudio cuantitativo, observacional, transversal, prospectivo y analítico en una población de 89 docentes. Se aplicó, por su alta confiabilidad, la encuesta de Factores de Riesgo Psicosociales de Silva, para evaluar los factores de riesgo en el trabajo académico. El desempeño docente se midió según la escala de calificación del Ministerio del Trabajo de Ecuador. Se calcularon inferencias y asociaciones a través de la prueba de Chi cuadrado y el odds ratio. Resultados: hubo un 47,2 % del género femenino y un 52,8 % del masculino. Predominó el grupo etario de 31 a 40 años. Entre los factores de riesgo psicosocial predominó el parámetro de exigencias laborales. El 75,3 % presentó riesgo psicosocial medio, no reflejado con el desempeño docente. Conclusiones: se constató la presencia de factores de riesgo psicosociales en los docentes, relacionados con la carga de trabajo, contenido y características de las tareas, entre otros aspectos. Se comprobó que el desempeño docente no se afectó por la presencia de factores de riesgo psicosociales (AU).

ABSTRACT Introduction: psychosocial risks physically and mentally affect workers. The working conditions of university teachers involve academic and administrative responsibilities, exposing them to high levels of psychosocial risk. Objective: the objective of the study was to determine the relationship of psychosocial factors in teaching performance at a higher technological institute in Quito, Ecuador. Materials and methods: a quantitative, observational, transversal, prospective and analytical study was conducted in a population of 89 teachers. Because of its high reliability, the Silva Psychosocial Risk Factors survey was applied to assess risk factors in academic work. The teaching performance was measured according to the rating scale of the Ministry of Labor of Ecuador. Inferences and associations were calculated through the Chi squared test and the odds ratio. Results: 47.2 % of the teachers were women and 52.8 % were men. The 31-40 years old age-group predominated. Among the psychosocial risk factors, the parameters of work requirements predominated. 75.3 % showed average psychosocial risk, not reflected with teaching performance. Conclusions: It was stated the existence of psychosocial risk factors in teachers, related to the workload, content and characteristics of the task, among other aspects. We found that teaching performance was not affected by the presence of psychosocial risk factors (AU).

Evaluating clinicians' teaching performance.

Evaluations of clinicians' teaching performance are usually a preliminary, although essential, activity in quality management and improvement activities. This PhD project focused on testing the validity, reliability and impact of a performance evaluation system named the System of Evaluation of Teaching Qualities (SETQ) across specialities and centres in the Netherlands. The results of this project show that the SETQ questionnaires can provide clinicians with valid and reliable performance feedback that can enhance their teaching performance. Also, we tried to investigate the predictive validity of the SETQ. In conclusion, the SETQ appears to be a helpful tool for improving clinicians' teaching performance.

Defining and assessing the scholarship of teaching in nursing.

Scholarship of teaching is inquiry about learning and teaching-asking questions about what works best and why and seeking answers through a systematic approach. This article provides a broad view of the scholarship of teaching in nursing, which captures the richness and breadth of our scholarship as nurse educators. The article suggests strategies for transforming teaching into scholarship and products of the scholarship of teaching for performance assessment.

Aprendizagem individual, suporte organizacional e desempenho percebido: um estudo com docentes universitários / Individual learning, organizational support and perceived teaching performance: a study with university teachers

Resumo: O estudo analisou as relações entre a percepção de aprendizagem de competências e de desempenho de docentes de nível superior. Além disso, testou o papel moderador do suporte organizacional na relação entre a aprendizagem individual e desempenho docente. Participaram do estudo 275 docentes de uma universidade pública federal, que responderam ao inventário de percepção de aprendizagem de competências, suporte à transferência e desempenho docente (ASOD). Foram realizadas análises confirmatórias e testados os modelos de predição e moderação. Uma das conclusões do estudo foi que a aprendizagem docente nas atividades de ensino, pesquisa, extensão e gestão predizem a percepção de desempenho em cada uma das atividades respectivamente. Não foram encontradas evidências de que o suporte modera as relações entre as aprendizagens e a percepção de desempenho docente.

ABSTRACT: This article analyzes university teachers' perception about competences' learning processes and their perceived performance, as well as the moderating role exercised by organizational support in the relationship between individual learning and perceived teaching performance. To explore the relationship among competency learning, support and job performance, a survey was carried out with 275 teachers from a federal university in the northeast of Brazil, that replied to the perception inventory of competency learning, transference support and teacher performance (ASOD). By analyzing the replies, it was confirmed that teacher learning in teaching, research, extension and management activities is the best predictor of performance perception. No evidence was found that the support moderates the relationship between teacher learning and perceived performance in the four activities.