Structural Equation Model of Self-Directed, Technical, Contextual and Behavioral Competencies and Students' Perception of Faculty Performance Quality

Abstract

Abstract: The purpose of this study was Structural Equation Model of Self-Directed, Technical, Contextual and Behavioral Competencies and Students' Perception of Faculty Performance Quality. Data analyzed with make use of methods of Path Analyze and Multivariable Regression Analyze. The results showed that 1) Awareness, learning strategies learning activities, evaluation and interpersonal skills were a significant positive anticipant of students' perception of faculty performance quality based on professional role, relationships, management of course, teaching and coaching, cultural competency monitors and ensures quality education, quality of feedback, homework and classroom management. 2) Awareness, learning strategies learning activities, evaluation and interpersonal skills were a significant positive anticipant of students' technical, contextual and behavioral competencies. 3) Students' technical, contextual and behavioral competencies were a significant positive anticipant of their perception of faculty performance quality.