کیفیت تدریس

This study's purpose is to investigate the acceptance of educational technology by teachers on the quality of ICT-based teaching, a research was conducted with the correlation method among 410 secondary school teachers of the second period of Rafsanjan city, 200 teachers were determined as the sample size according to the Morgan-Krejcie table by available sampling method, which only 170 teachers participated. Gardner and Amoroso (2004), Klopping and McKinney (2004), Bas et al. (2016) questionnaire was used to collect the data of the technology acceptance model, and Jatileni and Jatileni (2018) questionnaire was used to measure the quality of technology-based teaching and analyzed using Pearson's correlation coefficient and path analysis. The results showed that the direct effect of technology acceptance components on perceived teaching quality with technology is positive and significant. Also, the direct effect of perceived usefulness and attitude towards the use of technology on positive and meaningful behavioral intention, the direct effect of perceived ease and usefulness on the attitude towards the use of positive and meaningful technology, and the direct effect of perceived ease on positive and meaningful perceived usefulness got hanged.

Objective:

The present study was conducted with the aim of evaluating the quality of teaching of receptive teachers and the interface of inclusive education of students with special needs in normal schools in the country.

The present study is a mixed descriptive-survey research with and of evaluative type. Using a multi-stage cluster method for sampling, as a criterion, five representative provinces throughout the country were selected, and then supportive 15 schools were selected and 75 accepting school were selected. The sample size corresponding to the society in the quantitative part included n=1132 parents, who had children with special needs studying in the inclusive education plan (in the primaries, and first and second high schools). The quantitative tool was a researcher-made questionnaire on the quality of teacher teaching. In the qualitative section, a semi-structured interview was conducted with 27 parents and 14 provincial experts (measurement, counseling and generalization) until achieving theoretical data saturation. The data obtained from the implementation of the content of the interviews were analyzed and coded in the qualitative section with the Strauss and Corbin method.

Based on the obtained results, from the parents' point of view, the teaching quality of the contact and receptive teachers tends to be positive and relatively desirable, but it is far from the acceptable and desirable level. The three primaries, first and second secondary courses had a significant difference in all four components of teaching quality, i.e., acceptance and teachers' motivations (F=28.76, p<0.001), teaching performance (p=26.26, p<0.001) F), teaching evaluation (F=40.17, p>0.001) and interpersonal relationships (F=25.43, p>0.001). The results of Tukey's post-hoc test showed that in all four components of teachers' teaching quality, the average scores of primary schools were significantly higher than those of the first and second high school groups, but there was no significant difference between the scores of the first and second high school groups.

The lack of transparency in the duties of liaison teachers, selective treatment of inclusive students, lack of liaison teachers, lack of sufficient information and the absence of a written program in normal schools are among the factors of the dissatisfaction of families and the continuous efforts and follow-ups and the high quality of teaching of some liaison teachers and In person and virtually, the provision of free and even private services by some liaison teachers has been a factor in the satisfaction of families.

Introduction and Goal: 

The present research was conducted with the aim of predicting the teaching quality of primary school teachers in Shiraz based on the quality of work life, organizational learning and educational optimism.

The method of carrying out the research is descriptive and survey, and the statistical population is primary school teachers of the 3rd district of Shiraz, whose number is 1221 and the statistical sample is 300. In this research, the measurement tools include Siraj's teaching quality questionnaire (2002) with Cronbach's alpha of 0.86, Walton's quality of work life (2018) with Cronbach's alpha of 0.89, Nifa's organizational learning (2020), with Cronbach's alpha of 0.80 and optimism. Educational Moran, Bankol, Michel and Moore (2011) with Cronbach's alpha was 0.87. Pearson correlation test and regression analysis were used to test the statistical hypotheses.

The results showed that the teaching quality of primary school teachers in the 3rd district of Shiraz city can be predicted based on the quality of work life, organizational learning and educational optimism.

The teaching quality of Shiraz primary teachers improves when the quality of their work life and organizational learning is improved and their educational optimism is strengthened. Teachers with good quality of work life and more organizational learning skills tend to teach more effectively. Educational optimism also increases the motivation and energy of teachers in the classroom.

After the spread of Corona and the provision of training in virtual space, challenges were created for students, the higher education system and the health institution. The purpose of this study is to investigate the extent and factors affecting the satisfaction of student teachers of Farhangian University of Alborz province with virtual education in the era of Corona. The present study was collected using a quantitative and survey method from a sample of 328 student teachers using a systematic sampling method, using a researcher-made questionnaire. The validity of the questionnaire was based on Cronbach's alpha coefficient and its validity was based on the opinions of experts. Data were analyzed using spss and Smart-PLS software. The level of academic satisfaction of the students was average. Based on the results of Pearson correlation, the variables of virtual learning, quality of teaching and interaction with professors, technology-oriented education and marriage have an effect on academic satisfaction. Also, with the increase in age and academic term, the satisfaction of students has decreased. The path analysis model also indicates that; Technology-based skills, interaction with professors, learning in the context of cyberspace and finally the quality of professors' teaching have had the greatest impact on the model of students' academic satisfaction. Therefore, considering the important role of Farhangian University in training human resources, upgrading the necessary standards and increasing the satisfaction of student teachers are important in this university.

The purpose of this research is to examine the challenges and reasons for the burnout of physical education students and their management in Diyala Province, Iraq. The current research is correlational in terms of method, applied in terms of purpose, and field in terms of location. The statistical population of this research is all physical education students in Diyala province of Iraq, who were selected as a sample out of 340 people and according to Cochran's formula, 181 people were selected as a sample. The sampling method was simple random research. The data collection tools in this research include three academic burnout questionnaires by Berso et al. (1997), Siraj's teaching quality questionnaire (2002) and the standard learning motivation questionnaire by Kashif et al. (2013). The reliability of Brusso's burnout questionnaire (1997) was calculated by its creators as 0.79, the quality of teaching by Siraj (2002) using Cronbach's alpha as 0.76, and the learning motivation by Kashif et al. (2013) as 0.82. Data analysis is in two parts, descriptive statistics (mean and median, etc.) and inferential statistics (Pearson correlation test and regression, etc.), which were analyzed by SPSS23 software. The research results showed that there is a direct and significant relationship between academic burnout, teaching quality and learning motivation. Also, there is a positive and significant relationship between learning motivation and teaching quality. It seems that by increasing the favorable relationship between professors and students, as well as increasing the quality of professors' teaching, and as a result, increasing the academic motivation of physical education students, it is possible to overcome their academic burnout.

This study aimed to investigate the role of knowledge of teaching methods in the quality of teaching and job satisfaction of secondary teachers of Anar city. The descriptive method was used to do the research. To do this research correlation-descriptive research method was used. 120 people were selected from the statistical community with a multi-step cluster method and data collection tools including the questionnaires on modern teaching methods (Grasha & Richman, 1996 1996 1996 1996 ), quality of teaching (Seraj, 2002 ), and job satisfaction (Smith et al, 1969 1969 1969 1969 ). After collecting and classification, the data were analyzed with SPSS software that the research findings showed that awareness of teaching methods has a significant positive effect on teacher performance. Furthermore, awareness of teaching methods has increased the quality of teaching teachers, which in turn affects teacher performance and job satisfaction.

This study aimed to analyze the professional teachers' perception and lived experience of the teaching quality concept. In this regard, the qualitative research approach and the phenomenological method have been used. The sample of the research includes 22 professional and successful teachers in Yazd province (5 men and 17 women) who have been selected by the purposive sampling method from the criterion sampling type. Semi-structured interviews with 16 teachers formed theoretical saturation data. In order to validate the findings; interviews were continued up to 22 teachers. Data analysis was conducted by use of Colaizzi’s seven-step method and MAXQDA software. To validate the findings, members reviewed the method. Three criteria, acceptability, verifiability, and reliability were used in order to observe the qualitative features of the research. In data analysis, 5 main themes including a) artistic and thoughtful decisions b) the teacher’s skill tricks in teaching c) the promotion of creative strategies by the teacher d) Developing the learner's intellectual and behavioral skills and competencies e) dynamism and intelligence in the competencies and performance of the teacher, and 49 sub-themes were resulted for the teaching quality concept. The results show that the teachers' perception of the acceptance of teaching quality does not follow a specific policy and the teaching quality is interpreted diversely and differently considering different conditions and situations. To understand and interpret the teachers' teaching quality and its performance in the classroom, there is a need to bed and train the artistic, knowledgeable, and professional teachers and it should be considered in the macro and micro strategies of a teacher significantly.

The main objective of this research is to investigate engineering pedagogy approaches to improve the quality of teaching in engineering education. This qualitative research was carried out using the seven-step method of Sandlovski and Barroso. The meta-synthesis team consisted of three experts in curriculum planning and one expert in meta-synthesis research. 27 related research sources were used as the basis of the analysis, the result of which is the extraction of 5 themes of students’ individual characteristics, professors’ professional competences, course plan status, society’s needs and values, and environmental and organizational factors. The validity of the data was confirmed using the techniques of reliability, transferability. Alignment and trustworthiness of the data was also confirmed by the accurate guidance of the flow of information collection and alignment of the researchers. The findings showed that to guide science and the art of education, pedagogy can be linked to real pedagogical situations and learners to be able to acquire new information, behaviors and skills with full understanding using it. Using the engineering pedagogy approach, constructive interaction between professor and student is formed, which leads to deep learning in learners.

the teacher's characteristics are usually one of the factors that influence teaching and its consequences are effective on the progress of students. Researchers have revealed that the best teachers are not necessarily the most experienced. The best teachers usually have a lot of enthusiasm and warmth in their teaching; they are sensitive to the progress of each student. They have positive relationships, high motivation and commitment.
The purpose of this research is to present a causal model of the relationship between philosophical mindset and teacher self-efficacy on teaching quality with the mediating role of psychological capital and organizational commitment of elementary school teachers in Darab city.

The method of this research is correlational and the statistical population includes all primary teachers of Darab city (210 people, 28 men and 182 women). To determine the sample size, 132 people were selected on the basis of Morgan's table and the relative stratified sampling method was used.

The findings indicated that the highest direct effect is related to teaching philosophy on psychological capital (0.28) and the lowest direct effect is related to teacher self-efficacy on teaching quality (0.11). In addition, the largest indirect effect is related to the impact of teaching philosophy on teaching quality (0.12) and the lowest indirect effect is related to the effect of teacher self-efficacy on teaching quality (0.04).

Psychological capital, like philosophical mindset and teacher self-efficacy, has both direct and indirect effects on teaching quality, with the difference that psychological capital, like teacher self-efficacy, has an effect on teaching quality only through the organizational commitment variable, and an increase in psychological capital leads to an increase organizational commitment and, as a result, an increase in the quality of teaching.
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The purpose of this study was to investigate the relationship between teacher's informational literacy and teaching quality and problem-solving skills of elementary teachers in district 12 of Tehran. The research methodology is applied in terms of purpose and in terms of data collection and methodology, it follows field and descriptive methods and correlation. The statistical population included all primary school teachers in district 12 of Tehran totaling to 604 individuals. According to Morgan’s Table, 234 of them were selected using stratified random sampling technique. The research instrument included three standard questionnaires of information literacy (Yazdani, 2012), Seraj teaching quality questionnaire (2003) and Hepner and Petersen problem solving skills questionnaire (1982). The formal and content validity of the questionnaires was confirmed by the university professors and their reliability indexes were 0.94, 86.55 and 0.86, respectively. SPSS-22 and Lisrel software programs were used for data analysis and the data were analyzed according to descriptive indices (mean and standard deviation) and inferential indices (Pearson correlation coefficient, regression analysis and path analysis). The results of this study show that there is a correlation between the three variables which is positive, moderate, and significant; this means that by increasing the amount of teachers' information literacy, their teaching quality and problem solving skills improve.

The present study was accomplished with the aim of investigating the mediating role of psychological resilience in the relationship between instruction quality and students’ enthusiasm for education. The method of study was descriptive-correlational. Population of the study consisted of teachers and students of female high schools in the east of Guilan totaling to 8049 individuals (7663 students and 386 teachers). Out of the population, 377 students were selected via simple random sampling. Also, 193 teachers were recruited by using Cochran’s formula via simple random sampling. To gather the data, standardized questionnaires of educational enthusiasm (Fredricks eta l., 2002), psychological resilience (Conner & Davidson, 2003), instruction quality (kriakds et al., 2000) were employed. Validity of the instruments was confirmed by experts and their reliabilities were checked through Cronbach’s alpha. To analyze the data, structural equation modeling with Lisrel was utilized. The quantitative findings indicated that there is a significant and positive relationship between instruction quality, psychological resilience and students’ enthusiasm. Psychological resilience and enthusiasm, too, demonstrated a significant and positive association. In addition, Psychological resilience showed a mediating role between students’ enthusiasm and instruction quality.

This narrative review examines the role of hybrid learning models in enhancing teaching quality in universities. Hybrid learning, which combines traditional face-to-face instruction with online components, has gained significant attention as a method that potentially improves teaching outcomes. This review synthesizes findings from various studies to explore the impact of hybrid learning on teaching quality, focusing on aspects such as instructional methods, student-teacher interactions, and overall educational effectiveness. The results indicate that hybrid learning models can lead to improved academic performance, greater student engagement, and enhanced flexibility in learning. However, challenges such as access to technology and the need for faculty training are critical factors that can influence the successful implementation of hybrid learning. The review concludes by discussing the potential of hybrid learning to transform higher education and provides recommendations for future research to address the existing gaps, particularly in the context of technology access and instructor preparedness.

The current literature on flipped classrooms offers limited insights into the motivations, perceptions, and challenges of educators, especially in higher education. The purpose of this qualitative study is to understand the motivations of teachers to adopt the flipped classroom method and the challenges and problems that educators face when teaching in the form of information in a public university. In this study, semi-structured interviews were used to collect information. Thirteen professors who had previously taught using the flipped classroom method were interviewed. Data were analyzed using content analysis method. Peer assistance was used to increase the reliability and validity of the analysis. The findings of this study showed several challenges related to the use of flipped teaching method in Iranian higher education: 1) managerial and structural weakness of the higher education system, 2) weak content required in the flipped classroom, 3) individual barriers in relation to knowledge and attitude And information of students and professors, 4) Weakness of technology. These findings could potentially be used as a guide for educators who want to use the flipped classroom method to improve their students' learning outcomes. In the third millennium, with the introduction of information and communication technologies in the field of life, the proper use of educational systems from these technologies in teaching and learning is one of the major professional challenges in most societies (Parsa Moin, 2020). It is popular where activities that were traditionally done in the classroom (for example, presenting material) become homework and activities that were normally called homework become lesson activities. Akçayır et all., 2018) In the reverse classroom, the instructor helps students to take responsibility for the learning process instead of just providing information, and in fact promotes inclusive learning (Lai & Hwang, 2016). . Because class time is not used to impart knowledge to students through lectures, the instructor is able to engage with students through other learning activities such as discussion, problem solving suggested by students, helpful activities, and guidance. Today, the concept of reverse class is implemented in many different disciplines (mathematics, social sciences, humanities, etc.) and in schools and universities around the world (Hao, 2016). As a popular new educational model, the reverse class has attracted a lot of attention in recent years. Research on reverse class, especially in higher education, has increased dramatically. In general, the literature on this topic focuses mainly on the benefits and challenges of reverse classrooms (Ho & et all, 2018). Researchers have discussed the benefits of inverted classrooms to justify their effectiveness. Another important benefit of such a classroom is that it can enhance active learning. In the reverse classroom, students are more involved in meaningful learning activities, self-centered learning, in-depth information processing, and achieving more learning (Lai & Hwang, 2016). The problem is used, which leads to deep learning (Maciejewski, 2016), citing self-centered learning theory, claiming that active presence in the reverse classroom may meet students' need for independence, solidarity and competence, and thus Improve students' motivation and learning. Flexibility is another benefit of the reverse classroom that is often discussed by researchers. Using step-by-step self-help videos enables students to quickly, at any time, place, confront themselves with pause, rewind, review, or video lectures (Karabulut-Ilgu, 2018). Regarding student participation in an inverted classroom, Qualifi concluded that the emotional dimensions of learning should not be underestimated. Dimensions such as peer commitment, recognition, a sense of security, and the coaching relationship are particularly highlighted as contributors to student learning (Steen-Utheim & Foldnes, 2018). Another study showed that reverse teaching method was more effective in students' learning than traditional (explanatory) teaching method (Mobaser Maleki & Kian, 2018). Although the reverse classroom has many benefits for improving learning, it also has some drawbacks. Some studies do not support the effectiveness of the reverse class compared to the traditional class, or even show that the reverse class discussion undermines group learning (McClelland, 2013; Velegol, 2015;). The biggest challenge of using the classroom approach is the heavy workload created for faculty and students. Turning a traditional course into a reverse course creates a significant workload and workload for professors (Howitt and Pegrum, 2015). As noted (Wanner & Palmer, 2015), the actual time used to prepare a reverse class course is approximately six times longer than the preparation time of a traditional course. To effectively implement the reverse classroom approach, the instructor has to design the curriculum, including objectives, content, instructions, and reassessment. Teachers should prepare pre-class video lectures and in-class activities. Even their PowerPoint slides have been redesigned to make them better at online personal learning. In-class activities also require more investment from the instructor to design, monitor, guide and provide feedback. Students should also make more efforts for learner-centered. Students must complete significant amounts of preparation through class before entering class, including watching pre-class video lectures, reviewing other instructional materials, completing online tests, and completing extracurricular activities. In the traditional classroom, students need to discuss and engage with peers and give lectures to solve their academic problems. Therefore, facing a large amount of information along with the feeling of drowning in a lot of work will cause anxiety and frustration for students. They may not be interested in learning online, give up and resist classroom activities, and are therefore dissatisfied with the reverse class approach (Karabulut ‐ Ilgu, 2018). Another important challenge of using the class is The reverse lesson is the lack of theoretical and practical framework for the design and implementation of this model (Karabulut ‐ Ilgu, 2018), which creates a major obstacle and prevents educators from using this type. A large number of experimental studies have focused on the effectiveness of flipped classrooms. A significant body of research has generally demonstrated the benefits of this educational approach in terms of improving student learning, including understanding, participation, learning approach, motivation, general skills, satisfaction, and academic achievement (Al-Zahrani, 2015; Zainuddin & Attaran, 2016; Hung, 2015). Researchers have discussed the benefits of flipped classrooms to justify their effectiveness. One of the most important benefits of such classrooms is that it can promote active learning. In the flipped classroom, students are more involved in meaningful learning activities, self-directed learning, deep information processing, and achieving more learning (Bishop & Verleger, 2013; Hwang & Lai, 2016; Davies, 2013). Moreover, class time is used more for social interaction, peer support, group discussion, and problem solving, which lead to deep learning (Hao 2016; Gilboy et al., 2015; Maciejewski, 2016). Abeysekera and Dawson (2015), referring to self-directed learning theory, claimed that active participation in flipped classrooms may fulfil students’ need for autonomy, solidarity, and competence, thereby improving students’ motivation and learning.

The purpose of this study was to identify the factors affecting on education and improvement of high school teachers in Bojnourd province. The research method is applied in terms of purpose and descriptive-survey in terms of data collection method. The statistical population of the study consisted of high school teachers (N=800) who were selected based on cluster sampling method. Based on the Cochran method 259 teachers were selected as the sample of the study.  The data collection instrument was a questionnaire whose reliability was confirmed using an inconsistency rate of IR=0.03, which was less than 0.1. To analyze data, the AHP and Expert Choice and Excel software were used. Among the different criteria, 4 main criteria and 16 sub criteria were identified for ranking of factors affecting the education and improvement of high school teachers. According to the experts' answers and the results of the hierarchical analysis, the first priority is professional improvement with a weight of .488, the second priority is organizational improvement with a weight of .229, the third priority is educational improvement with a weight of .171 and the fourth priority is individual improvement with a weight of .148.

The purpose of this study was to investigate the level of students' satisfaction with the quality of education and teaching of professors at Ardabil Farhangian University. This research has been used in terms of applied purpose and in terms of descriptive-survey method. The statistical population of the study included all students (N = 509) of Ardabil Farhangian University studying in the academic year 2018- 2019 who were selected as a sample by stratified random sampling of 219 people (89 girls and 130 boys) based on Morgan table. A researcher-made questionnaire on the quality of teachers' teaching was used to collect information, the reliability of which was 0.91. One-sample t-test, ANOVA and Friedman ranking test were used to analyze the data. The results showed that the average satisfaction of students with the quality of teaching and its components in the professors of Ardabil Farhangian University is higher than average. Also, the results obtained from the ranking of Friedman test showed that among the various dimensions of teaching quality of university professors, students' satisfaction in observing ethical issues in teaching and learning, teaching skills and contentmastery, respectively, ranked first to third.

Quality is the adaptation of the status of higher education to the mission, goal and expectations of relevant and interested people in academic affairs. Quality in higher education is not a fixed point but a movement and a strategic goal. The purpose of this study is to identify the factors affecting the quality of education and teaching at Farhangian University from the perspective of students-teachers. The statistical population of this study is all students-teachers to study in the academic year of 1398-99 in the campuses of Khuzestan province, which are 2200 people. Among them, 30 people were selected by purposive sampling method. Data collection continued until theoretical saturation. The data collection tool is a semi-structured interview. For analysis the data were used for content analysis and the interviews were interpreted. The results showed that from the student-teacher perspective, seven factors had the highest role in the quality of teaching and learning, including: personal characteristics and professions of teachers, classroom management, lesson planning, Physical space, educational evaluation by professors, the role of education, the role of Farhangian University.

The purpose of extant research was to identify cultural identity relationship with the quality of teaching of Isfahan Islamic university's professors (Khorsgan). The method of research is correlation. Statistical society of all universities' professors were 1070 in 2015-2016. The volume sample with Cocoran method and stratified random sampling evaluated 283. The tool of collecting information was researcher-made cultural identity questionnaire with 30 questions that included components (belonging to the land, language, traditions and customs) and quality teaching questionnaire of Mrs. Akbari Monjez Moei with 40 questions. The validity of cultural identity questionnaire based on Cronbakh's Alpha Coefficient evaluated 92% and the validity of quality teaching questionnaire was 87%. Apparent and content validity of cultural identity questionnaire was also investigated. The analysis of two researches performed in two descriptive statistic and referential statistic levels. The results of research indicated that there is statistical significant relationship between average cultural score and professors' quality teaching. Also, the average scores of professors in cultural identity components and quality teaching components don't have statistical significant difference categorized by group, gender and teaching background. Also, there is statistical relationship between belonging to the land components with quality teaching and quality teaching components (personal features, managing classroom lesson, teaching and occupational development process). There is significant relationship between language with quality teaching and as well as, between tradition (customs) components and quality teaching and quality teaching components.

The main purpose of this study was to design a comprehensive model for teaching quality evaluation through descriptive-survey. The statistical population was comprised of full-time faculty members at Razi University (N = 224). Simple random sampling method and Bartlett's table were used (n = 132).Validity of questioniare were calculated with a panel of experts and its reliability by Cronbach's alpha coefficients (0/83). In data analysis, mean and standard deviation and inferential statistical methods including factor analysis and stepwise regression analysis using SPSS14 software were used. Based on findings, Razi university faculties were not so satisfied from the existing quality of evaluation. The most important threatening factors of evaluation were strictness or leniency of the scoring, a serious failure of forms, and accuracy of students. Appropriate method and time of evaluation, competent persons for executing evaluation, and appropriate method of feedback were most important elements of evaluation quality system. The most important factors of evaluation of teaching quality in factor analysis were behaviors of professor, teaching management, personality characters, innovation in teaching, and ability of raising mentalities. Finally, a comprehensive model of teaching quality was presented.

The main purpose of this study was to identify those components impacting on teaching quality in the Faculty of Health at Mashhad University of Medical Sciences. In terms of its goal, this research is an applied one and the research method is a combination of quantitative and qualitative methods of exploratory research using two survey methods and thematic analysis. In the qualitative stage, using semi-structured interviews with 24 faculty members and students of the Faculty of Health of Mashhad University of Medical Sciences, the data gathered were saturated. The analysis of the content was done through open and axial coding. The results of this section showed that the components affecting the teaching quality of the professors included four main themes: educational skills, scholarship, interpersonal and communication skills, and individual and professional characteristics of professors and 20 sub-themes. The statistical population of the quantitative section included students of the Faculty of Health at Mashhad University of Medical Sciences who were studying in 1996-1997. The sample was estimated 225 people using the Cochran formula. Data were gathered using a researcher-made questionnaire. They were then analyzed using confirmatory factor analysis and t single-group. The findings of the quantitative section indicated that among the identified components, interpersonal and communication skills between faculty members were the most important components of teaching quality from the students’ perspective.