Performance Evaluation of Teachers by Using Fermatean Fuzzy Based MCDM Approach

Abstract

Purpose: The purpose of this paper is to present a systematic approach for evaluating teachers’ performance within an educational framework. In every progressive country, establishing a well-organized and efficient educational system is essential. Teachers play a pivotal role in enhancing the quality of education and can create a student-centric learning environment that supports the holistic development of learners. Therefore, it is crucial to conduct a periodic evaluation of teachers’ performance to ensure continuous improvement in educational quality. Methodology: In this study, three primary factors—teaching, research, and administrative activities—are considered as the key criteria for assessing teachers’ overall performance, each further divided into several sub-criteria. To address the uncertainty and vagueness inherent in the evaluation data, Fermatean Fuzzy Numbers (FFN) are utilized. The CRITIC method, a well-known Multi-Criteria Decision-Making (MCDM) technique, is applied to determine the weights of the criteria. Five teachers are selected as alternatives, and the MULTIMOORA method is employed to rank them according to their performance levels. Findings: The analysis reveals that combining Fermatean fuzzy logic with MCDM techniques provides an effective framework for conducting a more accurate and fair evaluation of teachers’ performance. Furthermore, a sensitivity analysis is performed by removing certain criteria to test the robustness and validity of the obtained results. Originality/Value: The originality of this study lies in the integration of Fermatean fuzzy logic with MCDM approaches for teacher performance evaluation. This innovative combination allows for more precise consideration of qualitative and subjective aspects of teacher assessment. The proposed model can serve as a valuable tool for educational administrators and policymakers in making data-driven decisions and formulating strategies to enhance teaching effectiveness. © 2025, Research Expansion Alliance (REA). All rights reserved.