Causal Model of Relationship of Self-directed Learning, Academic Values and Perception of the Quality of Faculty Members' Performance



The general purpose of this study was to present a causal model of relationship of self-directed learning, academic values and perception of the quality of faculty members' performance. Statistical population consisted of 765 undergraduate courses students of human sciences department, Engineering and Science department of Hormozgan University in academic year of 1392-93. One college and one M.A class were selected from human sciences' majors, Engineering and Science groups by multistage cluster sampling method; the size of the population was 456 subjects. Research tools included Williamson self-directed questionnaire, Questionnaire of academic values Pintrich et al and Questionnaire of students' perceptions of the Quality of Faculty Members Performance Tagoumeri and Bishop, which were distributed among students after calculation of validity and reliability. Data were analyzed by multivariable regression and path analysis. The results revealed that the variables of awareness, learning strategies, learning activities, evaluation and interpersonal skills emerged as positive and significant predictors of students' perceptions of the quality of faculty members performance based on professional role, communications, management of lessons presentation, teaching and guidance, cultural competence, monitoring and quality assurance of teaching , quality of feedback, assignments and classroom management. The variables of awareness, learning strategies, learning activities, evaluation and interpersonal skills were positive and significant predictors of assignments value and students' expected value of their grade. Assignments value and students' expected grade value were positive and significant predictors of students' perceptions of the quality of faculty members' performance.


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