Factors Influencing Teaching Quality in Universities: Analyzing Causal Relationships Based on Neutrosophic DEMATEL

Abstract

While teaching quality has been widely studied, this work advances the domain literature by evaluating the factors influencing teaching quality in order to determine their causal relationships and eventually identify those crucial factors. With ten factors obtained from a comprehensive review of literature, the neutrosophic decision-making trial and evaluation laboratory (DEMATEL) method is used to model these factors in the case of public universities in the Philippines. The DEMATEL handles the causal relationships among factors of teaching quality, while the vagueness associated with domain experts eliciting judgments within the DEMATEL is modeled in single-valued neutrosophic numbers. Findings reveal that individual characteristics, psychological characteristics, and institutional culture are key factors of teaching quality, while institutional resources and student composition are minor key factors. Higher education institutions (HEIs) must pay more attention to these factors in designing different initiatives, as they are crucial in shaping teaching quality. These findings offer important insights for HEIs in their recruitment and hiring decisions, strategic road mapping for building an institutional culture that values teaching quality, establishing student composition schemes, and resource allocation decisions for promoting institutional resources that drive teaching quality initiatives. Some policy takeaways and avenues for future works are also discussed.

Constructing an Interpretive Structural Model to Unravel the Interconnected Drivers of Teaching Quality in Higher Education

“…By identifying key factors while understanding their interdependencies and classifying them based on their influence, decision-makers can design more tailored fit strategies to make more informed and effective decisions (Quiñones et al, 2020), especially in crafting intervention initiatives to improve teaching quality. Policymakers in HEIs would greatly benefit from understanding the general structure of the factors that affect teaching quality while considering their interdependencies to inform prioritization decisions (Mamites et al, 2022). This work identified a list of ten factors influencing teaching quality in institutions through a literature review and then categorized them using ISM-MICMAC analysis.…”

“…Although teaching quality is a popular domain in the literature, an in-depth holistic assessment of the factors that influence it remains a gap. Several teaching-quality frameworks proposed by various studies (e.g., Mamites et al, 2022;Cappella et al, 2016) differ in focus, level of abstraction, and subject-relatedness. Recently, Mamites et al (2022) analyzed the causal relationship between the factors influencing teaching quality in public HEIs in the Philippines and identified the crucial factors between them.…”

Research on teacher education and implications for improving the quality of teacher education in Cambodia

“…Effective teacher quality and teaching quality are crucial drivers of student performance and can be influenced by a range of factors including professional development, teacher qualification and preparation, and teacher professional support. Previous studies have shed light on the influence of professional development on teaching quality (Goe & Stickler, 2008;Gore et al, 2023;Mamites et al, 2022;Phillips, 2008). Some researchers have invested their time and energy into developing a professional training and development structure that ultimately enhances teachers' ability to teach (Gore et al, 2017;Mamites et al, 2022).…”

“…Previous studies have shed light on the influence of professional development on teaching quality (Goe & Stickler, 2008;Gore et al, 2023;Mamites et al, 2022;Phillips, 2008). Some researchers have invested their time and energy into developing a professional training and development structure that ultimately enhances teachers' ability to teach (Gore et al, 2017;Mamites et al, 2022). Gore and Rosser (2022) argued that it is essential to design and develop training contents that not only focus on content knowledge but also emphasize pedagogical competencies.…”

Öğreti̇m Elemanlarinin Bakiş Açisindan Öğreti̇mde Kali̇te Unsuru

“…'Kalite', bireysel öğrenci performansı, eğitim programının çıktıları, öğrencinin öğrenme deneyimi, ya da öğretim gibi çeşitli boyutları kapsayan (Maharaj & Ramnundlall, 2017) ya da söz konusu boyutlarla ilişkili bir terimdir. Özetle, öğretim kalitesi yükseköğretimde önemli bir faktördür (Daumiller vd., 2023) ve bu konuda araştırmacılar tarafından yapılandırılmış birçok araştırma (Grácio vd., 2023;Mamites, 2022;Netshifhefhe vd., 2016;Parpala ve Postareff, 2021) olmuştur.…”