The Effect of Competence on Teaching Quality in Yemeni Universities
Author(s)
Abeer Mohammed Ghamdhan , Abdullah Ali Sallam , Amani Ali El Metwally , Tim Walters ,
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Abstract
Previous literature leaves questions about whether students' perspectives have a role in assessing teaching quality. Few studies of teaching quality have answered whether students' perspectives affect or improve teaching quality in higher education institutes. This study used competence as an extension of a Self-determination Theory to examine the quality of teaching in Yemeni universities. The respondents were between 18 and 26 years of age who were currently pursuing their studies in four Yemeni Universities. Data were collected through self-administered survey questionnaires and analyzed using SPSS version 22.0. A total of 500 sets of questionnaires were distributed, and 415 questionnaires were returned and used for coding, analysis, and hypothesis testing. The findings showed that competence positively influenced teaching quality. The results also demonstrated that the hypothesized model was fit. The perceptions of university staff and professionals concerning their level of satisfaction were suggested for future research.
Keywords
Teaching quality, competence, university, Self-determination Theory, Yemen
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