The Impact of Perceived Organizational Support on the Quality of Educational Services at Arab Universities
Bibliographic record
Abstract
The current study explored the impact of perceived organizational support on the quality of educational services at Arab universities. The descriptive analytical approach was used with a total sample consisting of 215 participants, from Jizan University, and participants from the International Islamic Sciences University. The results of the study showed that the level of both the perceived organizational support and the quality of educational services in universities, the study sample was medium. The results also showed a significant impact of the perceived organizational support on the quality of educational services at Arab universities. In addition to that, there are significant differences at the level of (α ≤ 0,05) in the quality of educational services level (quality of academic and administrative services, and the quality of facilities and equipment and quality of reputation) at Arab universities that can be attributed to (gender). And no significant differences at the level of (α ≤ 0,05) in the quality of educational services level (Quality of academic services, quality of administrative services, quality of facilities and equipment and quality of reputation) at Arab universities, that can be attributed (to experience and work nature). The study recommended the necessity of raising the level of perceived organizational support and raising the quality of educational services at Arab universities.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".