Research and Organizational Management Components Affecting on Faculty Members Teaching Quality at Tehran University College of Agriculture and Natural Resources, Iran

This study is aimed at investigating the research and organizational management components that affect teaching quality of faculty members at the Tehran Universitys College of Agriculture and Natural Resources based on the descriptive (non-experimental) method. The statistical population includes all 256 faculty members holding various academic ranks at Karaj and Abu Reihan Campuses of the University of Tehran. A sample size of 100 members was randomly selected based on Cochran formula. The research tool consisted of a constructed questionnaire prepared from theoretical research literature and interviews with scholars. Validity of research instrument was established by a group of Tehran University agriculture education extension experts. Cronbach alpha coefficient calculated to assess the reliability for each section of the questionnaire، (α1= 0. 80 for research factors، α2= 0. 89for organizational management، and α3= 0. 86 for instructional quality)، indicating that the research tool had acceptable reliability. Correlation coefficient، mean comparison، and multiple regressions were applied in this research. In terms of the research factors، findings showed that the number of articles accepted for publication in international journals، number of weekly research hours، and number of Ph. D. dissertations supervised were given the highest priorities respective. Cordial/mutual relations with colleagues university administrators، and holding academic meetings aimed at strengthening educational affairs by the university، were allocated the highest priorities among organizational factors respective. Regression analysis showed that independent variables could explain 85. 2 percent of the variance of teaching quality of the faculty members. Also results obtained from the mean of comparison of faculty members teaching quality at various academic ranks، indicated that the mean instructional quality of professors was higher than، associate professors and assistant professors.