On the Relationship of Self-efficacy and Organizational commitment to Teaching Quality of Faculty Members in Zone of Islamic Azad University

The main purpose of this descriptive-correlational research was to study the relationship of self-efficacy and organizational commitment of faculty members to their teaching quality. The target population included 2181 faculty members of branches of Islamic Azad University in zone one. A sample of 436 respondents was selected through stratified-cluster sampling method. Research instruments included a researcher-made questionnaire of teaching quality with 27 Liker-scale statements and Cronbach’s alpha of 0. 861، Allen and Meyer’s questionnaire of organizational commitment، and Schwartzer et al. questionnaire of teachers’ self-efficacy. A use was made of multiple regression and structural equation modeling to examine the effect of exogenous factors on teaching quality. One-way ANOVA was also run to analyze the role of faculty members’ demographic variables. The results revealed that self-efficacy (with an index of 0. 42) and organizational commitment (with an index of 0. 22) had a positive، direct، and significant relationship with teaching quality. From among the dimensions of organizational commitment، emotional commitment and continuous commitment could strongly predict the variance of teaching quality. In addition، self-efficacy and organizational commitment had a significant bidirectional effect on each other. Demographic variables were found to have no significant effect on self-efficacy and organizational commitment of the faculty members.