Constructing an Interpretive Structural Model to Unravel the Interconnected Drivers of Teaching Quality in Higher Education

Porferio Almerino, Marilou Martinez, Rogelio Sala, Kent Maningo, Lourdes Garciano, Christine Catyong, Marvin Guinocor, Gerly Alcantara, John de Vera, Veronica Calasang, Randy Mangubat, Larry Peconcillo, Emerson Peteros, Charldy Wenceslao, Rica Villarosa and Lanndon Ocampo
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Porferio Almerino: Cebu Technological University, Philippines
Marilou Martinez: Cebu Technological University, Philippines
Rogelio Sala: Cebu Technological University, Philippines
Kent Maningo: Cebu Technological University, Philippines
Lourdes Garciano: Cebu Technological University, Philippines
Christine Catyong: Cebu Technological University, Philippines
Marvin Guinocor: Cebu Technological University, Philippines
Gerly Alcantara: Cebu Technological University, Philippines
John de Vera: Cebu Technological University, Philippines
Veronica Calasang: Cebu Technological University, Philippines
Randy Mangubat: Cebu Technological University, Philippines
Larry Peconcillo: Cebu Technological University, Philippines
Emerson Peteros: Cebu Technological University, Philippines
Charldy Wenceslao: Cebu Technological University, Philippines
Rica Villarosa: Cebu Technological University, Philippines
Lanndon Ocampo: Cebu Technological University, Philippines

International Journal of Knowledge and Systems Science (IJKSS), 2024, vol. 15, issue 1, 1-23

Abstract: Identifying the primary factors of teaching quality remains a pivotal agenda for informed decision making, strategic planning, and resource allocation. This study builds upon ten key factors derived from previous research and recognizes the inherent complexity within their relationships. Emphasizing the necessity for a structured model, this work employs an interpretive structural modelling (ISM) approach and Matrice d'impacts croisés multiplication appliquée á un classment (MICMAC) analysis for constructing a hierarchical model that delineates the interrelationships among the factors influencing teaching quality. The findings indicate the substantial impact of intrinsic factors, particularly teachers' individual and psychological characteristics, on other factors. Additionally, our analysis highlights the critical role of student composition in enhancing overall teaching quality. These insights significantly contribute to the literature by offering valuable guidance to decision makers for maintaining teaching quality within higher education institutions.

Date: 2024
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