Studying the relationship of faculties teaching efficiency with student research self efficiency self directed learning

Nowadays, updated knowledge and skills and being self directed learners are the prerequisite for success in college and organizational learning. There has been a lot of concern about self directed learning as a key issue in higher education systems. Self directed learning, derived from adult education, is also influenced by other variables like efficiency of faculty teaching and research self efficiency. Therefore this study aimed to investigate the relationship between efficiency of faculty teaching with research self efficiency and self-directed learning among students. The research method was descriptive and correlational. The statistical universe of this study was all students (N 650) in Urmia University in the academic year of 2014-2015. According to Morgan table and using proportional stratified sampling, 293 subjects were selected as sample. The research instruments were 3 standardized questionnaires: Teaching Effectiveness Questionnaire (Safari, 2012), research self-efficacy (Bieschke et al., 1996) and self-directed learning (Fisher and King, 2010).Their reliability and validity were examined and approved. Structural equation modeling was used for data analyzing. The findings show that efficiency of faculty teaching and research self efficiency and self-directed learning have a significant positive correlation. And in relationship between efficiency of faculty teaching and self-directed learning, Research efficacy plays an intermediary role.