Implementing Self-Assessment to Improve Teaching Performances of Lecturers and Their Attitude Towards Self-Assessment: A Case Study of Lecturers at Phnom Penh Teacher Education College

Teaching is a complex process requiring reflective evaluation to ensure quality instruction and student achievement. This study investigated the implementation of self-assessment among lecturers at Phnom Penh Teacher Education College (PTEC) to analyze its impact on teaching performance and explore lecturers' attitudes toward self-assessment. Upon thematic analysis, the findings showed that common methods utilized by those lecturers were the use of offline and online surveys, writing diaries and notes, mental reflection, students' feedback, and comments on teachers' own teaching. The impacts of their self-assessment were timely instructional adjustment, self-reflective practice encouragement, lifelong learning, becoming prospective researchers, and awareness of their student personality, interests, and needs. It could be concluded that self-assessment implementation is used with different methods and should be contextualized, and its results assist teachers in fostering their teaching performances.