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Constructing an Interpretive Structural Model to Unravel the Interconnected Drivers of Teaching Quality in Higher Education
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Author(s): Porferio Almerino Jr. (Cebu Technological University, Philippines), Marilou Martinez (Cebu Technological University, Philippines), Rogelio Sala Jr. (Cebu Technological University, Philippines), Kent Maningo (Cebu Technological University, Philippines), Lourdes Garciano (Cebu Technological University, Philippines), Christine Catyong (Cebu Technological University, Philippines), Marvin Guinocor (Cebu Technological University, Philippines), Gerly Alcantara (Cebu Technological University, Philippines), John de Vera (Cebu Technological University, Philippines), Veronica Calasang (Cebu Technological University, Philippines), Randy Mangubat (Cebu Technological University, Philippines), Larry Peconcillo Jr. (Cebu Technological University, Philippines), Emerson Peteros (Cebu Technological University, Philippines), Charldy Wenceslao (Cebu Technological University, Philippines), Rica Villarosa (Cebu Technological University, Philippines)and Lanndon Ocampo (Cebu Technological University, Philippines)
Copyright: 2024
Volume: 15
Issue: 1
Pages: 23
Source title:
International Journal of Knowledge and Systems Science (IJKSS)
Editor(s)-in-Chief: Van Nam Huynh (JAIST, Japan)
DOI: 10.4018/IJKSS.339564
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Abstract
Identifying the primary factors of teaching quality remains a pivotal agenda for informed decision making, strategic planning, and resource allocation. This study builds upon ten key factors derived from previous research and recognizes the inherent complexity within their relationships. Emphasizing the necessity for a structured model, this work employs an interpretive structural modelling (ISM) approach and Matrice d'impacts croisés multiplication appliquée á un classment (MICMAC) analysis for constructing a hierarchical model that delineates the interrelationships among the factors influencing teaching quality. The findings indicate the substantial impact of intrinsic factors, particularly teachers' individual and psychological characteristics, on other factors. Additionally, our analysis highlights the critical role of student composition in enhancing overall teaching quality. These insights significantly contribute to the literature by offering valuable guidance to decision makers for maintaining teaching quality within higher education institutions.
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