Assessment of teachers is very important in any educational institution. This is because teachers’ performance influences students’ behaviours in the world of work. In many institutions of higher learning, students are mandated to assess teachers through the rating of teachers’ performance. However, it has been discovered that from previous ratings, variations exist among students. The variations result from regularity or truancy in attendance to school among other variables, hence, the need to understand the major factors influencing students’ ratings of teachers’ performance. This study identified and validated reliable evaluation criteria in ensuring accurate recognition of teachers’ performance, focusing on students’ attendance and key challenges amid inconsistent methods and unreliable student surveys. The study adopted exploratory visualization and correlation analysis designs making use of a predictive model for assessing the validity of Engineering teachers’ performance based on students’ attendance and surveys. The instrument analysed was data obtained from 5820 observations and 33 variables with key factors affecting students from Gazi University. Variables in the study were extracted, correlated and used to create a model (using linear regression) for predicting the validity of teachers’ performance, which provided insight into improving teaching effectiveness. The key findings revealed that students’ attendance has a high influence on their survey responses, with higher attendance correlating with a more accurate assessment of teacher’s performance. Hence, students’ attendance influenced the validity assessment of teacher’s performance. It therefore means that filtering student surveys based on attendance could positively enhance the reliability of values obtained from students’ assessments of these teachers. The study finally proposed comprehensive intervention programs to enhance student attendance, which in turn will improve the reliability and validity of teacher performance evaluations, increase the accuracy of educational assessments, and ultimately contribute to better teaching practices and improved student learning outcomes. The approach of this study provides a more reliable measure for evaluating teachers, suggesting that attendance-filtered surveys could enhance teaching practices and educational outcomes.