Purpose: The main purpose of the current research is to validate the educational efficiency measurement model of Islamic Azad University faculty members.
Materials and Methods: The current research is applied in terms of goals and it is a mixed method study in terms of nature and type of study. The statistical population of this research includes 30 experts in the field of education. The tool used in the research includes a standard 6-question questionnaire for confirming qualitative models.
Findings: The results of the research show that, in the matching component, the calculated t statistic = 4.96 is significant at the 0.01 level. The comparison of the average of matching question M = 4.17 with the average of the community 3 shows that this component has high credibility according to experts and has been confirmed with 99% confidence. In the comprehensibility component, the calculated t-statistic is 5.23 t at the 0.01 level. It is meaningful. The comparison of the mean of comprehension ability M = 4.23 with the average of the community 3 shows that this component has a high credibility according to experts and has been confirmed with 99% confidence. In generalizability, the calculated t statistic = 4.00 is significant at the 0.01 level. Is. Comparing the generalizability average of M = 4.13 with the community average of 3 shows that this component has high credibility according to experts and has been confirmed with 99% confidence. In the control component, the calculated t-statistic of 5.03 is significant at the 0.01 level. Comparing the average of the control component M = 3.76 with the average of the population 3 shows that this component has high reliability according to experts and has been confirmed with 99% confidence.
Conclusion: In addition, the results of the final validation of the model show that executive mechanism with an average of 4.08, philosophy and goals with an average of 3.98, theoretical foundations with an average of 3.83, executive principles with an average of 3.69 and evaluation system with an average of 3.18 are the most important dimensions, respectively. They are considered a model (in the field of accreditation).