The article presents the methodology used to develop a teacher evaluation questionnaire for Multidisciplinary  Regional School Chontales (FAREM), Nicaragua,  which  named  CEDUCH,  and  the  results obtained during the investigation. The questionnaire consists of 30 questions divided into eight dimensions or categories that were obtained from a pilot using exploratory Factor Analysis. These categories are shown to have a high positive correlation with one another, confirming that the questionnaire is in fact multidimensional. We use a Likert scale of five response adjectives, and for the final score we use a scale of three qualifiers. The questionnaire was  given to  a  random sample  of 453 students  at  CEDUCH;  the  item-test  and  item-item analyses showed significant correlations, which demonstrates that the questions discriminate in accordance with the construct being measured. The content validity of the construct yielded an index of 0.933; the internal consistency results were greater than or equal to 0.967 and 0.975 for the theta and omega coefficients, respectively. The test reliability was determined by Cronbach's alpha coefficient, which had a value of 0.966. As teacher performance is multidimensional, it is recommended to supplement the questionnaire with other holistic methodology to assess the teaching act.

Factor Analysis; Teacher Performance; Higher Education; Questionnaires; Evaluation; Nicaragua