ABSTRACT
This study was conducted to determine the appropriateness of the indicators and items on teacher evaluations for professional development and to provide insight for their improvement. To accomplish this, the perception of the importance and performance frequency of 318 nutrition teachers regarding their roles inherent in the indicators and items were evaluated through a survey questionnaire based on a five-point Likert scale. The quantitative data were analyzed using descriptive statistics and a paired t-test. In addition, the reflective analysis and constant comparison method were employed to analyze the responses to the open-ended questions asking problems in the indicators and items. The results revealed that the mean scores for the importance and performance frequency of most indicators and items were over four points, which implies that most indicators and items are appropriate for evaluating the job tasks of nutrition teachers. However, it was suggested that a few items be revised or removed for their improvement and appropriateness. This study concluded that nutrition teachers should have more chances to provide nutrition education for students to enable them to perform as teachers and not simply dietitians.