Causal Model of Self-Directed Learning, Academic Values and Perception of Faculty Performance Quality

The purpose of this study was causal model of self-directed learning, academic values and student's perception of faculty performance quality. Statistical population consist of 756 undergraduate courses students related to the human sciences, engineering, and science group of Hormozgan university in the 1390-91 academic year that 456 students were selected with stage cluster sampling method. Three questionnaires were used: student's self-direction, academic values and student's perception of faculty performance quality which were distributed and collected after calculation of validity and reliability. Data analyzed by using the path analyze and multivariable regression. The results showed that: awareness, learning strategies learning activities, evaluation and interpersonal skills were a significant positive anticipant of student's perception of faculty performance quality based on professional role, relationships, management of course, teaching and coaching, cultural competency monitors and ensures quality education, quality of feedback, homework and classroom management. Awareness, learning strategies learning activities, evaluation and interpersonal skills were a significant positive anticipant of student's task and grade values. Student's task and grade values were a significant positive anticipant of their perception of faculty performance quality.