Volume 2, Number 7 (3-2016)                   TLR 2016, 2(7): 48-29 | Back to browse issues page


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Prediction of Professors’ Teaching Quality Based on Their Philosophic Mindedness and Job Motivation. TLR. 2016; 2 (7) :48-29
URL: http://tlr.shahed.ac.ir/article-1-1035-en.html

Abstract:   (999 Views)

The main purpose of this present study is to predict the quality of teaching of the faculty members based on their philosophic mindedness and job motivation. The study of Population consisted of all the faculty members of different colleges of Shahid Bahonar University (538 people) among whom 287 faculty members were chosen as sample by Using Random sampling with proportional allocation. Instruments used for conducting this research were a researcher-made questionnaire for evaluating the quality of teaching with 24 items and Chronbach’s Alpha (0.881), philosophic mindedness questionnaire with 42 items and Chronbach’s Alpha (0.850), Lodahl and Kitchener’s job motivation questionnaire with 20 items and Chronbach’s Alpha (0.855). The method of this research is descriptive and kind of correlation. The results showed that philosophic mindedness and job motivation of the faculty members can positive and meaningful predict their quality of teaching. Philosophic mindedness with coefficient (0.405) has stronger effect in predicting the quality of teaching than job motivation with coefficient (0.275). Also Philosophic mindedness of the faculty members can positive and meaningful predict their job motivation. The results showed that there is a positive and meaningful relation with dimensions of Philosophic mindedness (comprehensiveness, penetration, and flexibility) with quality of teaching of faculty members, and these dimensions of Philosophic mindedness can predict their quality of teaching. Among the dimensions of job motivation, there is a positive and meaningful relation between variables of self- efficacy and job satisfaction with quality of teaching, and the effect of another dimensions of job motivation with quality of teaching isn’t meaningful. The results showed that the difference between the quality of teaching of women and men is meaningful and the amount of quality of teaching among women is stronger than men, and there is no difference between the quality of teaching of them according to their age and teaching experience. Also the results showed that there is no significant difference between various colleges of the university considering teaching quality.

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