رویکردهای نوین آموزشی (Dec 2020)

Investigating the Effect of Perception of Teaching Support on Teaching Efficiency Among Faculty Members of the University of Isfahan

  • seyed hedayat allah davarpanah,
  • Abdolrasool jamshidian,
  • milad javanmardi

DOI
https://doi.org/10.22108/nea.2021.123146.1478
Journal volume & issue
Vol. 15, no. 2
pp. 1 – 22

Abstract

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The purpose of this research was to investigating the effect of perception of teaching support on teaching efficiency among faculty members. The method of the research was‌ descriptive correlative and Statistical population of the research included all faculty members of university of Isfahan, in academic year 2017- 2018, and a sample of 242 persons by using proportional stratified sampling were randomly selected. To collect information, researcher has used two questionnaire: Teaching Support and Teaching Efficacy (FTE) Chang et al. (2010). The validity of questionnaires was confirmed and reliability of questionnaire were determined through cronbach alpha coefficients that resulted in 0.91 and 0.95 respectively. Collected data were analyzed using software SPSS 23 and Amos23.The results showed that there is a positive and significant relationship among perceived teaching support and teaching efficacy and teaching resources, peer support and administrative support, respectively, had the most effect on teaching efficiency. Moreover, Also, the results of the review of the Faculty perceptions showed: 1) Female faculty members report a higher level of efficacy in course design and learning assessment; Male faculty members report a higher level of efficacy in technology usage and class management; faculty members with low teaching experience indicate higher perceptions of teaching efficacy in technology usage; Faculty members with high teaching experience indicate higher perceptions of teaching efficacy in class management; and Faculty members in education and Foreign Languages report a higher level of efficacy in course design and class management than faculty members in other disciplines. And 3) The faculty members of science received less support than other faculty members in the dimension of teaching resources. Finally, Results of structural equations showed that Perceived teaching support with path coefficient of 0.74 directly explain 55 percent of the variance of teaching efficacy.

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