Conceptual Framework to Examine the Influence of Factors on the Teaching Quality of Accounting from Accounting Students’ Perceptions in Libya

Abdulhamid, N. (2011). What is the impact of the Libyan Study Abroad Scholarship programme on returning university-level English teachers? (Carleton University, 2011) (pp. 1-236). Ottawa, Canada: Heritage Branch.
Aboghalia, M. S., Suaiab, A. Y., & Alferjani, M. (2017). Obstacles to developing accounting education in Libyan universities, from the perception of faculty members. Journal of Economic and Political Sciences, (10), 112-156.
Adeoti, Y., & Olufunke, Y. (2016). Teachers’ characteristics as determinants of academic performance of Junior Secondary School students in Osun State, Nigeria. Journal of Scientific Research and Reports, 9(5), 1-9. https://doi.org/10.9734/jsrr/2016/22001.
Adeyemi, B. B. (2020). Influence of teachers’ qualifications and gender on social studies teachers’ teaching styles in Osun State, Nigeria. Ideal Journal of Education and Policy Studies, 6(1), 10-14.
Al-Ghatrifi, Y. M. (2016). The Professional Development of Teachers in Higher Education in Oman: A Case Study of English Teachers in the Colleges of Applied Sciences (Doctoral dissertation, University of Reading, 2016). Berkshire, UK: University of Reading.
Ahmed, A. K. (2013). Teacher-centered versus learner-centered teaching style. The Journal of Global Business Management, 9(1), 22-34.
Ahmed, S., Khan Farooqi, M. T., & Iqbal, A. (2021). A Study of Teachers’ Teaching Styles and Students’ Performance. Ilkogretim Online, 19(4), 5418-5426. https://10.17051/ilkonline.2020.04.764948.
Akanbi, A. O., Omosewo, E. O., & Ilorin, B. O. N. (2018). Teachers’ Characteristics and Availability of Laboratory as Predictors of Senior School Students’ Performance in Physics in Ilorin, Nigeria. Journal of Teacher Education and Educators, 7(1), 43-55.
Akiba, M., LeTendre, G. K., & Scribner, J. P. (2007). Teacher quality, opportunity gap, and National Achievement in 46 countries. Educational Researcher, 36(7), 369-387. https://doi.org/10.3102/0013189x07308739.
Ali, R., NORI, W. A. N. W. M. N., & Baharudin, I. (2019). Accounting Experiential Learning Firm (AELF): Learning Accounting in an Office Setting. TEM Journal, 8(2), 686-691. https://doi.org/10.18421/TEM82-50.
Ambussaidi, I., & Yang, Y.-F. (2019). The impact of mathematics teacher quality on student achievement in Oman and Taiwan. International Journal of Education and Learning, 1(2),50–62. https://doi.org/10.31763/ijele.v1i2.39
Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16.
Apaydin, B. B., & Cenberci, S. (2018). Correlation between thinking styles and teaching styles of prospective mathematics teachers. World Journal of Education, 8(4), 36-46. https://doi:10.5430/wje.v8n4p36.
Aslam, U., Rehman, M., Imran, K., & Muqadas, F. (2016). The impact of teacher qualifications and experience on student satisfaction: a mediating and moderating research model. Pakistan Journal of Commerce and Social Sciences, 10(3), 505-524.
Asonitou, S. (2021). Impediments and pressures to incorporate soft skills in Higher Education Accounting Studies. Accounting Education, 31(3), 243-272. https://doi.org/10.1080/09639284.2021.1960871.
Association for Experiential Education. (2022). What is experiential education? Retrieved October https://25, 2022, from https://www.aee.org/.
Amarif, S. A., & Zobi, A. (2021). The International Conference 2021 on Quality Assurance in Higher Education Institutions. In ICQAHE (pp. 40–55). Benghazi, Libya; University Of Benghazi.
Baecher, L. (2020). Introduction to the volume. Study Abroad for Pre- and In-Service Teachers, https://xv-xviii.doi.org/10.4324/9781003004387-101.
Bada, S. O. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education, 5(6),66-70. https://doi.org/10.9790/7388-05616670.
Baleghizadeh, S., & Shakouri, M. (2015). Investigating the relationship between teaching styles and teacher self-efficacy among some Iranian ESP university instructors. Innovations in Education and Teaching International, 54(4), 394-402. https://doi.org/10.1080/14703297.2015.1087329.
Bates, C. C., & Morgan, D. N. (2018). Seven elements of effective professional development. The Reading Teacher, 71(5), 623-626. https://doi.org/10.1002/trtr.1674.
Batra, S., Malhotra, G., & Payal, R. (2019). ECKM 2019: 20th European Conference on Knowledge Management. In 2 VOLS (pp. 103-110). Reading, UK; Academic Conferences and Publishing International.
Berg, M. C. (2007). Continuing professional development – the IFAC POSITION1. Accounting Education, 16(4),319-327. https://doi.org/10.1080/09639280701646430.
Betts, J. R., Zau, A., & Rice, L. (2003). Determinants of student achievement: New evidence from San Diego. Public Policy Institute of California.
Blömeke, S., Olsen, R. V., & Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality. IEA Research for Education, 21-50. https://doi.org/10.1007/978-3-319-41252-8_2.
Bobe, B. J., & Cooper, B. J. (2018). Accounting students’ perceptions of effective teaching and approaches to learning: Impact on overall student satisfaction. Accounting & Finance, 60(3),2099-2143. https://doi.org/10.1111/acfi.12364.
Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195-216. https://doi.org/10.1177/0033688218784371.
Bos, L., McCabe, S., & Johnson, S. (2013). Learning never goes on holiday: An exploration of social tourism as a context for experiential learning. Current Issues in Tourism, 18(9),859-875. https://doi.org/10.1080/13683500.2013.790878.
Bruner, J. (1966). Toward a theory of instruction. Belknap Press of Harvard University Press.
Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in Urban Elementary Schools. Journal of Urban Economics, 66(2), 103-115. https://doi.org/10.1016/j.jue.2009.05.001.
Butler, M. G., Church, K. S., & Spencer, A. W. (2019). Do, reflect, think, apply: Experiential Education in accounting. Journal of Accounting Education,48,12-21. https://doi.org/10.1016/j.jaccedu.2019.05.001.
Byker, E. J. (2019). Study abroad as social and emotional learning. Journal of Research in Innovative Teaching & Learning, 12(2), 183-194. https://doi.org/10.1108/jrit-02-2019-0023.
Campbell, A. C. (2017). How international scholarship recipients perceive their contributions to the development of their home countries: Findings from a comparative study of Georgia and Moldova. International Journal of Educational Development, 55,56-62. https://doi.org/10.1016/j.ijedudev.2017.05.004.
Chetty, N. D., Handayani, L., Binti Sahabudin, N. A., Ali, Z., Hamzah, N., & Kasim, S. (2019). Learning styles and teaching styles determine students’ academic performances. International Journal of Evaluation and Research in Education (IJERE), 8(4),610-615. https://doi.org/10.11591/ijere.v8i4.20345.
Cheung, H. Y. (2008). Teacher efficacy: A comparative study of Hong Kong and Shanghai Primary in-service teachers. The Australian Educational Researcher, 35(1), 103-123. https://doi.org/10.1007/bf03216877.
Chiang, C., Wells, P. K., & Xu, G. (2021). How does experiential learning encourage active learning in auditing education? Journal of Accounting Education, 54, 100713. https://doi.org/10.1016/j.jaccedu.2020.100713.
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal Analysis with student fixed effects. Economics of Education Review, 26(6), 673-682. https://doi.org/10.1016/j.econedurev.2007.10.002.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry & Research Design: Choosing among Five approaches. SAGE Publication Inc.
Cushner, K., & Mahon, J. (2002). Overseas student teaching: Affecting personal, professional, and global competencies in an age of globalization. Journal of Studies in International Education, 6(1), 44-58. https://doi.org/10.1177/1028315302006001004.
Dale, E. (1969). Audiovisual methods in teaching. Dryden Press.
Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-25. https://doi.org/10.3102/0013189x031009013.
Diery, A., Vogel, F., Knogler, M., & Seidel, T. (2020). Evidence-based practice in higher education: Teacher educators' attitudes, challenges, and uses. Frontiers in Education, 5 (62), 1-13. https://doi.org/10.3389/feduc.2020.00062.
Davis, K. A., & Knight, D. B. (2021). Comparing students’ study abroad experiences and outcomes across global contexts. International Journal of Intercultural Relations, 83, 114-127. https://doi.org/10.1016/j.ijintrel.2021.05.003.
Dewey, J. (1986). Experience and education. The Educational Forum, 50(3),241-252. https://doi.org/10.1080/00131728609335764.
Dewey, J. (1938). The philosophy of the arts. John Dewey: The later works, 13, 357-368.
Dewey, J. (1929). The quest for certainty (New York, Minton, Balch).
Dolce, V., Emanuel, F., Cisi, M., & Ghislieri, C. (2019). The Soft Skills of accounting graduates: Perceptions versus expectations. Accounting Education,29(1),57-76. https://doi.org/10.1080/09639284.2019.1697937.
Draz, M. U., & Ahmad, F. (2017). Continuing professional development and accounting academics: a literature review. International Journal of Learning and Development, 7(4), 44-52.https://doi.org/10.5296/ijld.v7i4.12089.
Dwyer, M. M. (2004). More is better: The impact of study abroad program duration. Frontiers: The interdisciplinary journal of study abroad, 10(1), 151-164.
Edwards, A. R., Sandoval, C., & McNamara, H. (2015). Designing for improvement in professional development for Community College Developmental Mathematics Faculty. Journal of Teacher Education, 66(5), https://466-481. doi:10.1177/0022487115602313.
Fadaee, E., Marzban, A., & Najafi Karimi, S. (2021). The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1881203.
Gafoor, K. A., & Babu, H. (2012). Teaching style: A conceptual overview. Teacher education in the new millennium, 55-69.
Gana, A. M. A. (2018). The role of e-learning in improving the quality of accounting education A Field Study at the Faculty of Economics and Accounting. Journal of Pure & Applied Sciences, 17(2), 272-281. https://doi.org/https://doi.org/10.51984/jopas.v17i2.178.
Garcia, R., Dante Tan, R., Florendo, J., & Santos, N. (2020). 21st century soft skills in student-centured learning among first-year college students: a comperative study. InternationalJournal of Recent Advances in Multidisciplinary Research, 7(10), 6338-6341.
George, S. V., Richardson, P. W., & Watt, H. M. G. (2018). Early career teachers’ self-efficacy: A longitudinal study from Australia. Australian Journal of Education, 62(2), 217-233. https://doi.org/10.1177/0004944118779601.
Gittings, L., Taplin, R., & Kerr, R. (2020). Experiential learning activities in University Accounting Education: A systematic literature review. Journal of Accounting Education, 52, 100680. https://doi.org/10.1016/j.jaccedu.2020.100680.
Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis (Doctoral dissertation). National Comprehensive Center for Teacher Quality, Washington, DC, USA.
Goh, T. N. (1996). A framework for Quality Assurance in teaching. Total Quality Management, 7(2), 183-188. https://doi.org/10.1080/09544129650034936.
Gong, Y. (F., Gao, X. (A., Li, M., & Lai, C. (2020). Cultural adaptation challenges and strategies during study abroad: New Zealand students in China. Language, Culture and Curriculum, 34(4), 417-437. https://doi.org/10.1080/07908318.2020.1856129.
Gore, J. M., Miller, A., Fray, L., Harris, J., & Prieto, E. (2021). Improving student achievement through professional development: Results from a randomised controlled trial of quality teaching rounds. Teaching and Teacher Education, 101, 103297. https://doi.org/10.1016/j.tate.2021.103297.
Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190.
Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Chennai: Alliance Publishers
Greenwald, R., Hedges, L. V., & Laine, R. D. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361–396. https://doi.org/10.3102/00346543066003361.
Habib, M. K., Nagata, F., & Watanabe, K. (2021). Mechatronics: Experiential learning and the stimulation of thinking skills. Education Sciences, 11(2), 46. https://doi.org/10.3390/educsci11020046.
Harvey, L., & Burrows, A. (1992). Harvey. New Academic, 1(3), 2-3.
Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1),9-34. https://doi.org/10.1080/0260293930180102.
Helterbran, V. R. (2008). The ideal professor: student perceptions of effective instructor practices, attitudes, and skills. Education , 129(1), 125-138.
Heppt, B., Henschel, S., Hardy, I., Hettmannsperger-Lippolt, R., Gabler, K., Sontag, C., Mannel, S., & Stanat, P. (2022). Professional development for language support in science classrooms: Evaluating effects for elementary school teachers. Teaching and Teacher Education, 109, 103518. https://doi.org/10.1016/j.tate.2021.103518.
Hulaikah, M., Degeng, I. N., Sulton, ., & Murwani, F. D. (2020). The effect of experiential learning and adversity quotient on problem solving ability. International Journal of Instruction, 13(1), 869-884. https://doi.org/10.29333/iji.2020.13156a.
Humpherys, S. L., Bakir, N., & Babb, J. (2021). Experiential learning to foster tacit knowledge through a role play, business simulation. Journal of Education for Business, 97(2), 119-125. https://doi.org/10.1080/08832323.2021.1896461.
Hussain, I. (2012). Use of constructivist approach in Higher Education: an instructors’ observation. Creative Education, 3(2),179-184. https://doi.org/10.4236/ce.2012.32028.
Irvine, J. (2019). Relationship between teaching experience and teacher effectiveness: implications for policy decisions. Journal of Instructional Pedagogies, 22, 1-19. Retrieved from https://files.eric.ed.gov/fulltext/EJ1216895.pdf
Ismail, S., Jamaludin, N., Zakaria, W. Z. W., & Nawi, N. M. (2017). A STUDY ON THE ACCOUNTING STUDENTS’PERCEPTIONS TOWARDS TEACHING QUALITY AT UNIVERSITY. International Journal of Accounting, Finance and Business, 2(5), 85-98.
Jameson Boex, L. F. (2000). Attributes of effective economics instructors: An analysis of student evaluations. The Journal of Economic Education, 31(3), 211-227. https://doi.org/10.1080/00220480009596780.
Jamiu, M., & Yakubu, M. S. (2020). Improving the quality of accounting education through student centred approach. Nigerian Journal of Business Education (NIGJBED), 7(1), 187-199.
Johnson, K. E. (1992). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108. https://doi.org/10.1080/10862969209547763.
Jorgenson, D. W., & Fraumeni, B. M. (1991). The Output of the Education Sector. In Output measurement in the service sectors (pp. 303-341). essay, Harvard Institute of Economic Research, Harvard University.
Kermis, G., & Kermis, M. (2010). Professional presence and soft skills: a role for accounting education. Journal of Instructional Pedagogies, (2), 1-10. Retrieved from https://eric.ed.gov/?id=EJ1056346
Khan, A., Siddiqui, S. H., & Abbasi, M. I. (2020). Professional Development as a Determinant of Self-efficacy of TVET Teachers, under the Mediating & Moderating Effect of Technology Training and Work Culture. Pakistan Journal of Social Sciences (PJSS), 40(2), 745-757.
Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research. Learning Policy Institute, 01-72. https://doi:10.54300/625.642.
Kirstein, M., & Kunz, R. (2015). Student-centred approach to teaching large classes: Friend or foe? Meditari Accountancy Research, 23(2), 222-246. https://doi.org/10.1108/medar-06-2013-0025.
Kolb, A. Y., & Kolb, D. A. (2017). Experiential Learning Theory as a Guide for Experiential Educators in Higher Education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Kurniatia, I., & Surya, E. (2017). Student’s Perception of their Teacher Teaching Style’s. International Journal of Sciences: Basic and Applied Research (IJSBAR), 33(2), 91-98.
Lak, M., Soleimani, H., & Parvaneh , F. (2017). The Effect of Teacher-Centeredness Method vs. Learner-Centeredness Method on Reading Comprehension among Iranian EFL Learners. Journal of Advances in English Language Teaching, 5(1), 1-10.
Lee, S. W., & Lee, E. A. (2020). Teacher qualification matters: The association between cumulative teacher qualification and students’ educational attainment. International Journal of Educational Development, 77, 102218. https://doi.org/10.1016/j.ijedudev.2020.102218.
Lee, S. W., & Mamerow, G. (2019). Understanding the role cumulative exposure to highly qualified science teachers plays in Students' educational pathways. Journal of Research in Science Teaching, 56(10), 1362-1383. https://doi.org/10.1002/tea.21558.
Lewis, L. H., & Williams, C. J. (1994). Experiential learning: Past and present. New Directions for Adult and Continuing Education, 1994(62), 5-16. https://doi.org/10.1002/ace.36719946203.
Libyan Audit Bureau. (2020). Audit Bureau report for the year 2020. Retrieved June 11, 2022, from https://www.audit.gov.ly/ar/reports/.
Libyan Audit Bureau. (2021). Audit Bureau report for the year 2020. Retrieved July 15, 2022, from https://www.audit.gov.ly/ar/reports/.
Lucky, E. O., & Yusoff, N. B. (2015). Evidence on teaching qualifications, characteristics, competence and lecturer performance in higher institutions in Nigeria. International Journal of Management in Education, 9(2), 129-150. https://doi.org/10.1504/ijmie.2015.068758.
Lucky, E. O.-I. (2017). A conceptual framework on teaching qualifications, characteristics, competence and lecturer performance for higher education institutions in Nigeria. MOJEM: Malaysian Online Journal of Educational Management, 1(3), 35-47.
Lux, J. V. (2022). The Impact of Teaching Experience, Autonomy, and Competence on 7 th–12 th Grade English Language Arts Text Selection (Doctoral dissertation). ST. John's University, The United States of America.
Lydia, M. M., & Joash, A. M. (2015). Teacher qualification and Students Academic Performance in science mathematics and Technology subjects in Kenya. International Journal of Educational Administration and Policy Studies, 7(3), 83-89. https://doi.org/10.5897/ijeaps2014.0386.
Muzenda, A. (2013). Lecturers’ Competences and Students’ Academic Performance. International Journal of Humanities and Social Science Invention, 3(1), 6-13.
Marsh, H. W. (1987). Students' evaluations of University Teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11(3), 253-388. https://doi.org/10.1016/0883-0355(87)90001-2.
Marsh, H. W. (2007). Do university teachers become more effective with experience? A multilevel growth model of students' evaluations of teaching over 13 years. Journal of Educational Psychology, 99(4), 775-790. https://doi.org/10.1037/0022-0663.99.4.775.
Mami, T,. A,. & Mirah,. A,. F,. (2013). The role of accounting curricula in developing the practice of the accounting profession - an applied study at Zawia University. The third scientific conference on the reality of the accounting profession in Libya. Tripoli. Libya.
Masli, A. M. (2019). accounting education in Libya and challenges of the labour market. Remah for Research and Development Journal, 38, 277-307. https://doi.org/10.2139/ssrn.3867848.
Matriano, E. A. (2020). Ensuring Student-Centered, Constructivist and Project-Based Experiential Learning Applying the Exploration, Research, Interaction and Creation (ERIC) Learning Model. International Online Journal of Education and Teaching (IOJET), 7(1), 214-227.
McCollin, E. D. (1998). Faculty and student perceptions of teaching styles: Do teaching styles differ for traditional and nontraditional students? (Doctoral dissertation). ProQuest LLC, Ann Arbor,, Michigan-USA.
Mcdonald, S. (2012). New frontiers in neuropsychological assessment: Assessing social perception using a standardised instrument, the awareness of Social Inference Test. Australian Psychologist, 47(1), 39-48. https://doi.org/10.1111/j.1742-9544.2011.00054.x.
McKnight, M. A., Bueltel, B. L., Dill, A. T., Seitz, J. L., & Bryan, T. G. (2021). Incorporating experiential learning into accounting curriculum: best practices and lessons learned from a recently implemented curriculum. Global Journal of Accounting and Finance, 5(1), 75-86.
Mendoza, R. R. (2013). Continuing Professional Development in Public Accountancy Practice: The Phillipine Experience. South East Asia Journal of Contemporary Business, Economics and Law, 2(1), 17-67.
Meyer, J. A. (2007). Continuing Professional Education and its impact on the practices and careers of Certified Public Accountants (Doctoral dissertation). Louisiana State University, Baton Rouge, LA, Louisiana.
Mohd Noor, N. A., Ariffin, K., Darus, N. A., & Alias, A. (2020). The perceptions of students’ experiential learning in relation to theoretical concept with real practice. International Journal of Academic Research in Progressive Education and Development, 9(4), 25-34. https://doi.org/10.6007/ijarped/v9-i4/8176.
Morris, T. H. (2019). Experiential learning – A systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064-1077. https://doi.org/10.1080/10494820.2019.1570279.
Mu, B., Berka, S., Erickson, L., & Pérez-Ibáñez, I. (2022). Individual experiences that affect students’ development of intercultural competence in Study Abroad. International Journal of Intercultural Relations, 89, 30-41. https://doi.org/10.1016/j.ijintrel.2022.05.004.
Nakelet, O. H., Prossy, I., Bernard, O. B., Peter, E., & Dorothy, O. (2017). Assessment of experiential learning and teaching approaches in undergraduate programmes at the School of Agricultural Sciences, Makerere University, Uganda. International Journal of Higher Education, 6(5), 155. https://doi.org/10.5430/ijhe.v6n5p155.
Niehaus, E., & Wegener, A. (2018). What are we teaching abroad? faculty goals for short-term study abroad courses. Innovative Higher Education, 44(2), 103-117. https://doi.org/10.1007/s10755-018-9450-2.
Nilsen, T., & Blömeke, S. (2016). Conceptual Framework and Methodology of This Report. In 2253284382 1543444986 J. Gustafsson (Ed.), Teacher Quality, Instructional Quality and Student Outcomes (Vol. 2, 2366-164X, pp. 1-19). International Association for the Evaluation of Educational Achievement (IEA).
Nurunnabi, M., Abdelhadi, A., Aburas, R., & Fallatah, S. (2019). Does teaching qualification matter in Higher Education in the UK? an analysis of National Student Survey Data. MethodsX, 6, 788-799. doi.org/10.1016/j.mex.2019.04.001.
Nyatsikor, M. K., Sosu, E. M., Mtika, P., & Robson, D. (2020). Teacher characteristics and children’s educational attainment in Ghana: Do some teacher characteristics matter more for children attending disadvantaged schools? Frontiers in Education, 5, 1-14. https://doi.org/10.3389/feduc.2020.00162.
Ochotorena, F. R. (2020). Continuing Professional Development: Compliance Geared Towards Competence of Accounting Educators. Nacpae Journal of Accounting Research Volume, 3(1), 1-12.
Omare, E., Imonje, R., & Nyagah, G. (2020). Teacher qualification, experience, capability beliefs and professional development: Do they predict teacher adoption of 21stcentury pedagogies? International Journal of Curriculum and Instruction, 12(2).
Overby, K. (2011). Student-Centered Learning. Essai, 9(1), 108-112.
Pachauri, D., & Yadav, A. (2014). Importance of soft skills in teacher education programme. International Journal of Educational Research and Technology, 5(1), 22-25.
Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational research quarterly, 29(1), 38-54.
Piaget, J. (1973). To understand is to invent: The future of education. Grossman.
Raha, I. (n.d.). Learning Styles, Teaching Styles and Oral Skills Teaching. How Do they Differ and How They Can be Matched? The Case of First Year Lmd Students at Ferhat Abbas University-Sétif Appendices (Doctoral dissertation). University Mohamed Lamine Debaghine -Setif2, Setif, Algeria.
Rahimi, M., & Asadollahi, F. (2012). Teaching styles of Iranian EFL teachers: Do gender, age, and experience make a difference? International Journal of English Linguistics, 2(2), 157-164. https://doi.org/10.5539/ijel.v2n2p157.
Ranking WEB of Universities. (2022). Africa: Libia. Retrieved October 1, 2022, from https://www.webometrics.info/en/Africa/Libya?fbclid=IwAR1uMhNHkP4sIVNSKmo- lZfGAcOrYhBrzPrvcU83l5Axa9sJ3nNdyCe4Cqs.
Rivera, J. P. R., Cudia, C. P., & Tullao, T. S. (2019). Assessing the readiness of Filipino MRA-supported professions to participate in the mobility of skilled labor in the ASEAN region: Lessons for APEC economies (No. 2019-12). PIDS Discussion Paper Series.
Raja, F. U., & Khan, N. (2018). Comparing traditional teaching method and experiential teaching method using experimental research. Journal of Education and Educational Development, 5(2), 276-288.https://doi.org/10.22555/joeed.v5i2.1816.
Ravenscroft, S. P., Rebele, J. E., St. Pierre, K., & Wilson, R. M. S. (2008). The importance of Accounting Education Research. Journal of Accounting Education, 26(4),180-187. https://doi.org/10.1016/j.jaccedu.2009.02.002.
Ridwan, H., Sutresna, I., & Haryeti, P. (2019). Teaching styles of the teachers and learning styles of the students. Journal of Physics: Conference Series, 1318(1), 1-7. https://doi.org/10.1088/1742-6596/1318/1/012028.
Rong-Da Liang, A. (2021). Examining the factors of experiential learning and teaching style: A case study of a hospitality and tourism program. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100332. https://doi.org/10.1016/j.jhlste.2021.100332.
Rout, S., & Kumar Behera, S. (2014). Constructivist approach in Teacher Professional Development: An overview. American Journal of Educational Research, 2(12A), 8-12. https://org/10.12691/education-2-12a-2.
Saido, G. A. M., Siraj, S., Nordin, A. B., & Al-Amedy, O. S. (2017). Teaching strategies for promoting higher order thinking skills: A case of secondary science teachers. MOJEM: Malaysian Online Journal of Educational Management, 3(4), 16-30.
Sawant, S. P., & Rizvi, S. (2015). Study of passive didactic teacher centered approach and an active student centered approach in teaching anatomy. International Journal of Anatomy and Research, 3(3),1192-1197. https://doi.org/10.16965/ijar.2015.147.
Shaukat, S., Vishnumolakala, V. R., & Al Bustami, G. (2018). The impact of teachers’ characteristics on their self-efficacy and job satisfaction: A perspective from teachers engaging students with disabilities. Journal of Research in Special Educational Needs, 19(1), 68-76. https://doi.org/10.1111/1471-3802.12425.
Scherer, R., Siddiq, F., Howard, S. K., & Tondeur, J. (2022). The more experienced, the better prepared? new evidence on the relation between teachers’ experience and their readiness for online teaching and learning. Computers in Human Behavior, 139, 107530. https://doi.org/10.1016/j.chb.2022.107530.
Schreck, C. M., Weilbach, J. T., & Reitsma, G. M. (2020). Improving graduate attributes by implementing an experiential learning teaching approach: A case study in recreation education. Journal of Hospitality, Leisure, Sport & Tourism Education, 26, 100214. https://doi.org/10.1016/j.jhlste.2019.100214.
Schreuder, G. R. (2014). Teacher professional development: The case of quality teaching in accounting at selected Western Cape Secondary Schools (Doctoral dissertation). Cape Peninsula University of Technology, Cape Town, South Africa.
Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51(4), 455-498.https://doi.org/10.3102/00346543051004455.
Shedrow, S. J. (2017). Cross-cultural student teaching: Examining the meaning-making of one white, female, middleclass preservice teacher. Journal of International Students, 7(2), 270- https://290. doi.org/10.32674/jis.v7i2.381.
Shuls, J. V., & Trivitt, J. R. (2015). Teacher qualifications and productivity in secondary schools. Journal of School Choice, 9(1), 49-70.https://doi.org/10.1080/15582159.2015.998964.
Shumba, A. (2002). The nature, extent and effects of emotional abuse on primary school pupils by teachers in Zimbabwe. Child Abuse & Neglect, 26(8), 783-791. https://doi.org/10.1016/s0145-2134(02)00351-4.
Siamian, H., Bala Ghafar, A., Aligolbandi, K., Nezhad, S. F. R., Nick, M. S., Shahrabi, A., & Zadeh, G. Z. (2013). Characteristics of a Good University Lecturer According to Students. Journal of Higher Education and Science, 22(96), 105-111.
Smith, C., & Katzarska-Miller, I. (2022). Study abroad and Identity Development. Globalized Identities, 273-299. https://doi.org/10.1007/978-3-031-04644-5_11.
Sindelar, P. T., Fisher, T. L., & Myers, J. A. (2019). he landscape of special education licensure, 2016. Teacher Education and Special Education,42(2),101-116. https://doi.org/10.1177/0888406418761533.
Sims, R., Dobbs, G., & Hand, T. (2001). Proactive evaluation: New perspectives for ensuring quality in online learning applications. ERIC Clearinghouse.VYGOTSKY, L. S. (1978). Mind in society: Development of Higher Psychological Processes. Harvard UP.
Smith, C., & Katzarska-Miller, I. (2022). Study abroad and Identity Development. Globalized Identities,273-299. https://doi.org/10.1007/978-3-031-04644-5_11.
Sokoli, D., & Koren, A. (2017). International Conference 2017 Technology, Innovation and Industrial Management. In TIIM (pp. 445-451). Lublin, Poland; Make learn.
Soleimani, N. (2020). ELT teachers’ epistemological beliefs and dominant teaching style: A mixed method research. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1-20. https://doi.org/10.1186/s40862-020-00094-y.
Stanford, A. (2014). The effects of teachers' teaching styles and experience on elementary students' mathematical achievement (Doctoral dissertation). ProQuest LLC, Ann Arbor, Michigan, USA.
Stankovska, G., Braha, R., & Grncharovska, S. P. (2020). Relationship between Optimism-Pessimism, Learning Style and Teaching Style among Medical Students. Bulgarian Comparative Education Society, 20(1), 163-169.
Stout, D. E., & Wygal, D. E. (2010). Negative behaviors that impede learning: Survey findings from award-winning accounting educators. Journal of Accounting Education, 28(2), 58-74. https://doi.org/10.1016/j.jaccedu.2011.03.001.
Suratman, B., Wulandari, S. S., Nugrahac, J., & Narmadityad, B. S. (2020). Does teacher certification promote work motivation and teacher performance? A Lesson from Indonesia. International Journal of Innovation, Creativity and Change, 11(10), 516-525.
Trabulsi, R. U. (2018). Accounting students' attitudes toward traditional and modern teaching methods. Academy of Accounting and Financial Studies Journal, 22(5), 1-6.
Vermunt, J. D. (2014). Teacher learning and professional development. Teachers’ Professional Development, 79-95. https://doi.org/10.1007/978-94-6209-536-6_6.
Visser, S., McChlery, S., & Vreken, N. (2006). Teaching styles versus learning styles in the accounting sciences in the United Kingdom and South Africa: A comparative analysis. Meditari Accountancy Research, 14(2), 97-112. https://doi.org/10.1108/10222529200600015.
Viviers, H. A., Fouché, J. P., & Reitsma, G. M. (2016). Developing soft skills (also known as pervasive skills). Meditari Accountancy Research, 24(3), 368-389. https://doi.org/10.1108/medar-07-2015-0045.
VYGOTSKY, L. S. (1978). Mind in society: Development of Higher Psychological Processes. Harvard UP.
Wambui1, T. W., Ngari, J. M., & Waititu, A. (2016). Teaching Experience of Part-Time Lecturers Affect the Quality of University Education in Public Universities in Kenya. European Journal of Research and Reflection in Educational Sciences, 4(6), 1-22.
Warrah, S. M., Wai Bing, K., & Yusof, H. (2018). Developing and validating model of teacher quality using structural equation modeling (SEM) technique. Malaysian Online Journal of Educational Management, 6(3),1-28. https://doi.org/10.22452/mojem.vol6no3.1.
Wu, L., Valcke, M., & Van Keer, H. (2019). Factors associated with reading comprehension of secondary school students. Educational Sciences: Theory & Practice, 19(4), 34-47. https://doi.org/10.12738/estp.2019.4.003
Wurdinger, S. D., & Carlson, J. (2011). Teaching for experiential learning: Five approaches that work. Overleaf.
Yusuf, A. Y. (2020). Evaluation of university teaching skills from the point of view of volleyball teachers according to academic qualification, subject matter and teaching experience. Al-Muthanna Journal of Sport Education Sciences, 4(1), 114-130.
Zajkowski, M., Sampson, V., & Davis, D. (2007). Continuing professional development: Perceptions from New Zealand and Australian Accounting Academics. Accounting Education, 16(4), 405-420. https://doi.org/10.1080/09639280701646588.
Zakari, M. A. (2014). Challenges of International Financial Reporting Standards (IFRS) adoption in Libya. International Journal of Accounting and Financial Reporting, 1(1),2162-3082. https://doi.org/10.5296/ijafr.v4i2.6302.
Zraa, W., Kavanagh, M., & Morgan, M. J. (2013). The Impact of Cooperative Learning and Empowerment on the Performance of First-Year Accounting Students. Journal of Modern Accounting and Auditing, 9(3), 348-355.
Zulkifli, M. A., & Kutty, F. M. (2022). Relationship between specialization of teaching subject and teaching experiences with teacher’s motivational strategies. Creative Education, 13(10), 3238-3254. https://doi.org/10.4236/ce.2022.1310207.

(Elhatab et al., 2023)
To Cite this Article: Elhatab, A., Muhammad, H., Mustafa, H., Osman, M. N. H. Bin, & Shleag, R. (2023). Conceptual Framework to Examine the Influence of Factors on the Teaching Quality of Accounting from Accounting Students’ Perceptions in Libya. International Journal of Academic Research in Business and Social Sciences, 13(8), 1133 – 1158.

Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode