Institutional predictors of stimulating behavior of teachers in higher education

This study examines preservice teachers’ perceptions of the classroom environment, infrastructure, and resources, and of academic management, in relation to teacher-stimulating behavior, by comparing Quality Assurance and Accreditation (QAA)—certified and non-certified higher education institutions (HEIs) in Nepal. A cross-sectional survey design was employed in this study, involving 1790 preservice teachers from 23 colleges affiliated with Tribhuvan University, Nepal. Data were analyzed by using t tests, plotting techniques, and structural equation modeling. Findings show that QAA-certified colleges provide a better classroom environment, infrastructure, and resources, and more effective academic management reinforcing teacher-stimulating behavior than non-certified colleges. Moreover, classroom environment, infrastructure and resources, and academic management significantly influence teacher-stimulating behavior, with the classroom environment emerging as the strongest predictor. Additionally, both the classroom environment and academic management mediate the relationship between infrastructure and resources and teacher-stimulating behavior. Therefore, this study recommends a balance in quality and actions among infrastructure, classroom environment, and teacher performance to enhance HEIs’ quality in Nepal.