This study seeks information on Sudanese faculty members’ attitude to reciprocal peer evaluation of teaching. In addition, the study endeavors to investigate which impediments matter most and which matter less to Sudanese faculty members regarding their engagement in reciprocal peer review of teaching and to suggest solutions to them. In view of these ends, a questionnaire was designed and administered to fifty faculty members at Shendi University. The study found out that Sudanese faculty members, in principle, embrace reciprocal peer evaluation of teaching, and the impediment that matters most to them and hinders their engagement in reciprocal peer evaluation of teaching is that reciprocal peer evaluation of teaching has not been nurtured and established as a practice and culture among their peers, while the impediment that matters less is time constraints and busy workloads of the staff members. The study suggests that in-service pedagogical training should be a must for all staff members and initiatives to promote reciprocal peer evaluation should be taken by the institution, the staff members, and determined by the institution leadership to remove the impediments.
Keywords: Teaching, attitude, classroom practices, impediments, reciprocal peer evaluation, solutions
