Introduction: The evaluation of faculty teaching performance is often the most important factors in promotion and tenure decision at colleges and universities focused on teaching. The aim of this study was to compare students' evaluation of teaching and faculty members' self-evaluation for improving teaching

  Methods: This descriptive cross- sectional study was in health and nutrition school and 31 faculty members selected through census sampling method and 310 students who were selected randomly were participated in the study. Each of faculty members was evaluated by 10 students. The data gathering tool was two same questionnaires with point Likert scale and consisted teaching and demographic questions. The Cronbach’s alpha coefficient of faculty members' questionnaire was 0.87, students' questionnaire was 0.81, which shows the questionnaires' reliability. The data were analyzed by independent t-tests in SPSS-16.

  Results: The total mean and standard deviation of the faculty members' self-evaluation scores was 40.82±7.52 and the total mean and standard deviation of Faculty teaching evaluation scores by students was 40.07±4.13 findings show that the total mean scores of self-evaluation for faculty members was higher than the total mean scores of evaluation by students but the difference was not statistically significant (p=0.38).

  Conclusion: To promote faculty members' instructional performance, faculty member self-evaluations, in addition to Student evaluation of faculty teaching effectiveness, have been recommended as a more holistic approach