Background and Objective: Continuous promotion of education quality necessitates assessment that can be performed based on each of the elements forming the educational system (input, process, product, output, and result). This assessment results in the improvement of educational system quality. Therefore, the present study has been conducted with the purpose of evaluating the causal model of the relationship between presented services quality and assessment of professors.
Methods: The present research was a descriptive analytical study. The statistical population consisted of all nursing students of Urmia University of Medical Sciences, Urmia, Iran, among which 73 individuals were selected through systematic random sampling. Data were gathered using the two questionnaires of educational services quality and faculty members assessment. The Educational Service Quality Questionnaire is based on the SERVQUAL model and consists of the elements of tangible factors, reliability, responsiveness, assurance, and empathy. The Faculty Members Assessment Questionnaire consists of the elements of teaching methods, dominance and academic ability, education discipline, and personal and social characteristics of the faculty members. The validity of the questionnaires was determined based on the viewpoints of experts in management and educational sciences. The combined reliability of the questionnaires was measured using the Dillon-Goldstein coefficient and Average Variance Extracted. The combined reliability of both questionnaires was higher than 0.7 and Average Variance Extracted was higher than 0.5. Data were analyzed using one way t-test, structural equation modeling method using partial least square (PLS), self-test system, Q2 Stone-Geisser index, and goodness of fit index through SPSS, Microsoft Excel, VisualPLS, and SmartPLS.
Results: The relationship of educational services quality with faculty members’ assessment factors (teaching method, educational discipline and faculty members’ personal and social characteristic) was significant. The service quality variant has the greatest effect on personal and social characteristics of faculty members (0.27). The absolute (0.41) and relative (0.91) goodness of fit index shows that the tested model has a good level of fit.
Conclusion: Paying attention to service quality factors could have a positive role in effective evaluation of faculty members by students. As a result of the assessment of faculty members by student, the performance and activities of faculty members can be improved.