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Impacts of student evaluations of teaching on Australian university academics
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DOI：10.1080/02602938.2026.2696400.png)
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Abstract
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Student Evaluation of Teaching (SET) are formals tool used by universities to assess students’ perceptions of learning and teaching effectiveness. This study examined how quantitative and qualitative SET responses impact Australian academics’ wellbeing and predict depression, anxiety, and stress. The sample included 574 participants from 41 universities across Australia. Participants completed an anonymous online survey measuring demographics, the perceived impacts of quantitative and qualitative SET responses on wellbeing using a Health and Wellbeing Scale (HWS), and mental health using a Depression, Anxiety and Stress Scale (DASS-21). Results indicated that both quantitative and qualitative SET have significant implications on academics’ health and wellbeing. A series of multiple linear regression analyses examined the unique effects of quantitative and qualitative HWS scores on depression, anxiety, and stress while controlling for demographics (age, gender, years in academia, employment position), with all models significant (R2 = 0.19–0.21, p < 0.001). Findings from the current study have direct implications for policy and practice within higher education. To ensure the health and well-being of staff, institutions should reconsider the extent to which SET are used in high-stakes decisions such as promotion, performance evaluations, and contract renewal.
Keywords:
Academics
well-being
student evaluations
higher education
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