Investigating the Relationship between School Ethics and Teaching Styles with Academic Delay in Secondary School Students in District 1 of Zanjan

In this study, the relationship between school ethics and teaching styles and academic procrastination was examined. Which is descriptive-correlational. The statistical population was teachers and students of the second secondary school in Zanjan, which was estimated to be 180 for teachers and 273 for students using the Cochran's formula. To collect the data, we used the Solomon Hereditary Bloom Educational Delay Questionnaire (1984), Schultz et al.'s (2002) ethical climate, and Grasha's (1996) teaching styles. Analysis was analyzed. The results of the study showed that there is a negative and significant relationship between school ethics atmosphere (r = 0.266), facilitative teaching style (r = 0.231) and advocacy teaching style (r = 0.221) with academic procrastination. . There is also a positive and significant relationship between expert teaching style (r = 0.259), authoritative teaching style (r = 0.372) and individual teaching style (r = 0.0544) with academic procrastination. The results also show that the predictive variables are able to explain 16% of the variable changes in the criterion. Also, among the predictor variables, only ethical atmosphere, expert teaching style and authoritative teaching style are significant, and the variables of individual, facilitator and advocacy teaching style were removed from the model due to non-significance. Based on the research findings, it can be concluded. Teachers 'schooling and teaching style play a key role in students' academic problems.