Effect of Instructional Planning on Quality Teaching at University Level

Abstract

This study aimed at to examine the effect of instructional planning on quality teaching at higher level. It was a quantitative study that based on correlational research design. Population of the study was university teachers from different departments. To collect data from desired sample multi stage random sampling was employed. At the first stage, faculty of social sciences was selected randomly. At the 2nd stage, all selected department teachers were involved in the study sample. In this way, the study sample comprised 105 university teachers from selected universities. For the collection of data two instruments were developed by researcher that both measured by 5-point Likert scale. First instrument was developed measure teachers’ instructional planning and second teachers teaching quality. The Cronbach alpha value was .82 and .86 of both instruments. Through using inferential statistics data were analyzed such as one-way ANOVA, t- test, Pearson-r and linear regression. Findings of the study revealed that teachers’ instructional planning had moderate correlation with quality teaching. It is recommended that institutions conduct sessions, seminars and workshops in which experienced academicians share their experience about how teachers can implement instructional planning that improves quality teaching.