جستجوی مقالات مرتبط با کلیدواژه « کیفیت آموزشی » در نشریات گروه « علوم انسانی »

Today, the training of skilled, specialized, and efficient human resources is considered one of the key and undeniable factors in the economic and social development of any country (Amini, 2012, p. 83) and planners and managers of different countries have a special focus on human resource development. Among the various educational organizations in the country, the Vocational and Technical Training Organization operates in two areas, training skilled and semi-skilled labor for the training of unemployed job seekers without skills and upgrading the skills of employed labor (Akhlaghpour, 2019, p. 86). According to the general policies of the country in the field of privatization and the need to accelerate the expansion of educational services with the approach of greater participation of the non-governmental sector, private vocational and technical schools, alongside the public sector, provide vocational training. In recent years, due to the quantitative growth of these centers and the importance of flexibility and the ability to quickly adapt the provided training to the needs of the labor market, attention to quality in private vocational and technical schools has become more important. The focus of attention to quality in these trainings includes missions and general missions, inputs, processes, outputs, and its outcomes (Subrahmanyam, 2020, p. 21). In this regard, the approaches to educational quality improvement in these centers must be updated and reviewed in line with the advancement of new technologies (Sadeghfar, 2012, p. 5). Therefore, in this study, the factors affecting the improvement of quality and the factors that improve education in private vocational and technical schools of South Khorasan province from the perspective of trainees have been identified and analyzed, and suggestions for improving the quality of their activities have been provided.

This study employed an exploratory and descriptive-correlational research method. With a practical purpose and field-based data collection, the study was conducted in South Khorasan province. A sample of 217 individuals was drawn from a population of 3,123 trainees participating in private institutes’ training courses using simple random sampling. A researcher-developed questionnaire, using a Likert scale format (ranging from very low=1 to very high=5), served as the research tool. To assess validity, the questionnaire underwent multiple phases and was provided to experts, trainers, and managers of private institutes for feedback. Based on their input, the final questionnaire was finalized. Reliability was determined using Cronbach's alpha coefficient, which yielded a value of 0.96, indicating a high level of instrument reliability. Data analysis was performed in two stages: descriptive and inferential statistics using SPSS (version 27). Descriptive statistics included frequency distribution, mean, dispersion indices, etc., while the ISDM formula classified the quality status of private institutes from the trainees’ perspective into four levels. Inferential statistics involved correlation coefficients to examine the relationship between variables and t-tests and F-tests for group comparisons, as per the hypotheses and data type. Factor analysis was used to categorize the factors influencing private institutes' quality and identify them.

The study used the ISDM formula to assess the quality status of private institutes from the perspective of trainees. The results showed that 57.2% of the sample considered the quality of private institutes to be inappropriate or relatively inappropriate. The analysis revealed a significant positive relationship between the age of trainees and their perception of education quality, and a significant difference in perspectives between male and female trainees, with female trainees evaluating the quality more positively. The study also employed exploratory factor analysis with a data reduction approach. The Kaiser-Meyer-Olkin measure and Bartlett's test confirmed the suitability of the data for factor analysis. Five influential factors affecting the quality of education in private institutes were identified, explaining almost 46.5% of the variance. These factors included trainers' potentials and professional capabilities, effective educational management, and three other factors, each contributing to the overall understanding of the quality of education from the trainees' perspective. In today's organizations, particularly educational institutions, a focus on quality is paramount. With the ever-evolving technological landscape and the changing needs of stakeholders, continuous review and revision of quality standards are essential. This is especially emphasized in technical and vocational education due to its adaptability to the job market's demands. As a result, it's crucial to assess training programs to ensure the quality of education provided. If any deficiencies are identified, steps should be taken to address them.

In today's organizations, particularly educational institutions, a focus on quality is paramount. With the ever-evolving technological landscape and the changing needs of stakeholders, continuous review and revision of quality standards are essential. This is especially emphasized in technical and vocational education due to its adaptability to the job market's demands. As a result, it's crucial to assess training programs to ensure the quality of education provided. If any deficiencies are identified, steps should be taken to address them. Research findings suggest that the quality of private institutes, as perceived by trainees, is not at a desirable level. Trainees highlighted the importance of trainers' professional capabilities, effective educational management, innovative teaching methods and tools, trainee participation and interaction, as well as workplace materials and environment. Therefore, attention should be given not only to the experience and expertise of trainers and managers, but also to their interest, creativity, and initiative in recruitment. Given that trainers work with adult learners, it's important to provide opportunities for them to undergo pedagogical training courses for effective adult education before or during their service. Additionally, creating a conducive learning environment through participatory and learner-centered approaches, and fostering a positive rapport between trainees and trainers, will facilitate ongoing and precise monitoring of educational outcomes.

Nowadays, education is considered a long-term investment in many societies. which is achieved at the cost of ignoring the short-term growth of society's facilities. Problems such as anxiety, worry, apprehension, and weakness in solving physical problems and understanding their concepts initially cause a decrease in academic grades, then cause apathy and finally cause them to have little interest in physics at higher levels, especially university degrees. Now that physics is one of the basic sciences and considerable attention should be paid to solve the problems in this case. Considering that the physics course is apparently a new subject in the tenth grade, to solve the educational problems and issues, one can use the main methods of creating creative thinking and quality control and SWOT management tools, such as the scientific method of cause and effect of the table of other scientific methods. In this research, the most important factors that are involved in the academic failure of the 10th grade physics students were investigated and analyzed using the matrix method using questionnaire data.

It is possible to know the performance of university systems (activities and their results) through its dual form - quantity and quality - both of which show a complex reality. Educational and research phenomena in universities are born in such a complex field. Therefore, the "tools for determining" quality in higher education, regardless of this field, achieve a superficial knowledge of it and create an illusion of "certain knowledge" of it. Considering higher education as the wealth and capital of nations and societies and its role in the knowledge economy, higher education institutions to reduce costs, create added value to overcome their competitors, realize new expectations of internal and external stakeholders, interact with the working world community, promote Continuously improving the quality of teaching and learning and research, as well as responding to the increase in demand, have paid special attention to the quality of education. The quality of education has been one of the main concerns of higher education systems in most countries of the world (Parand & Qayyumi, 2017). With the spread of higher education and the limitation of public expenses, the sensitivity of the stakeholders towards the quality of higher education and its added value has increased (Shirbagi, 2011). Service quality is recognized as the main determinant of an organization's success in the current changing environment, and any decrease in customer satisfaction due to poor service quality is cause for concern (Van Duong, Binns & Lee, 2004).The study of student satisfaction plays an important role in improving the quality of education; therefore, one should first try to recognize the possible gap and eliminate or reduce this gap between the existing and the desired situation. Due to the importance of this issue and the fact that no study was found in Urmia University of Medical Sciences to identify the quality of education in the literature review, this research was conducted with the aim of determining the gap in the quality of education in Urmia University of Medical Sciences by receiving the opinions of working students studying in this university. In this way, to analyze the existing inadequacies and provide targeted solutions to reduce the quality gaps observed in the field of educational services. Therefore, the following research questions have been raised:1- What are the components of the higher education quality questionnaire?2- What is the status of educational quality in Urmia University of Medical Sciences?3- What is the status of educational quality dimensions in Urmia University of Medical Sciences?4- Is the status of educational quality in Urmia University of Medical Sciences different according to the gender variable of students?5- Is the status of educational quality in Urmia University of Medical Sciences different according to the respondent's faculty?Considering the role of universities of medical sciences in the education of students who play an essential role in promoting the health of the society, this research was conducted with the aim of evaluating the quality of the education process in Urmia University of Medical Sciences from the students' point of view.According to the research questions, the approach of the current research is quantitative and positivist in terms of the method of data collection and analysis, and its strategy was descriptive-survey. Survey is one of the methods of data collection in which information is collected through people who are called respondents and answer the questions. This method, which is used more than any other research method in behavioral science studies, can be used in all kinds of exploratory, descriptive, explanatory and evaluation studies (Saadipour, 2015). This descriptive-survey research was conducted in Urmia University of Medical Sciences in 2019. The statistical population includes all students of Urmia University of Medical Sciences. The number of 384 people was selected as a statistical sample using the table (Krejcie & Morgan, 1970) by the method of relative stratified sampling. To collect data from Mantz York's higher education quality questionnaire (Yorke, 1995) used. Finally, 336 completed questionnaires were returned.Exploratory factor analysis was used to identify the components of the higher education quality questionnaire. For the purpose of exploratory factor analysis of the present questionnaire, principal component analysis method with varimax rotation was used. Based on the information in Table 2, which shows the results of the Como and Bartlett test. Como's value is 0.70 and the result of Bartlett's test is also significant and indicates that the data are suitable and sufficient for factor analysis.To analyze the data, t-tests, one-way analysis of variance were used with the help of SPSS software. According to the results of the research, the dimensions of the higher education quality questionnaire include six factors of the educational program and goals, teaching method and quality, educational facilities and equipment, measurement and evaluation, educational satisfaction and feedback. From the point of view of the students, the high quality of education in Urmia University of Medical Sciences is not in a favorable condition. In all aspects of the quality of higher education, there is a significant difference between the desired situation and the current situation. The largest distance was related to the dimension of educational satisfaction and the smallest distance was related to the educational program and goals. Also, the results showed that there is no significant difference in the quality of higher education in Urmia University of Medical Sciences according to the respondents' gender and faculty. From the perspective of students, the quality of higher education in Urmia University of Medical Sciences was below average. Therefore, in order to improve the quality of the education process, detailed planning and practical measures must be taken in line with the educational and research demands and expectations of the students.In this regard, the results of the research indicate that the government should improve the budget in public universities, build infrastructure, create higher quality units, and attract and retain qualified academic staff to ensure the quality of education.

The purpose of this study was to develop a structural model of the ability to properly predict the internal performance of the second theoretical high school in Ilam province with the help of social capital. In terms of applied purpose and in terms of implementation method, it is a kind of explanatory mixed research. In a small part of the statistical population, including all principals and teachers, members of educational departments and heads of the Association of Parents and Teachers of the second theoretical high school in the province in the academic year of 1998-99, there were 1912 people. In the qualitative section, 13 managers, teachers and members of educational departments who had lived experience and knowledge in the field were selected as the statistical population. The sample size in the qualitative stage was due to the saturation level of 9 people by snowball sampling method who were interviewed in depth. The validity of the content of the interview questions was examined by 3 education experts based on the appropriateness of the questions, comprehensibility and wording. The reliability of the interview questions was evaluated with the agreement coefficient and its value was calculated to be 0.78. The results of the quantitative section indicate that there is a significant relationship between social capital and internal efficiency of the theoretical secondary schools in Ilam province. That is, it has a significant positive or direct relationship with positive internal efficiency and has a significant negative or inverse relationship with negative internal efficiency.

Effective educational factors are a set of important and effective components in the development of knowledge as well as increasing the quality of education, which provides solutions to expand the quality development of teachers through various methods. Therefore, the purpose of this study was to design a model of factors affecting the educational quality of students from the perspective of secondary school teachers in Abadeh. Research method, this study, from the perspective of purpose; Functional, in nature; Exploratory-analytical; In terms of data collection methodology, quality was based on exploratory approach based on induction and data strategy of the foundation, which through in-depth interview technique, between 15 experts (including three managers and two teachers and ten experts Educational sciences with related records and familiar with the conditions and environment of schools, without asking follow-up questions) until the limit of theoretical data saturation was done. The sampling method was purposeful, snowball, and to evaluate and validate the data (reliability); The four criteria of acceptability, reliability, transferability and verification proposed by Lincoln and Guba (1985) were used. After conducting the interviews, 298 open codes were identified and using the category review process, content themes (using Atlas TII software) 5 factors, along with 13 subcategories. factors (selective codes) were individual and interpersonal relationships factors, psychological factors, infrastructural and educational components, economic and social factors or components of teachers and parents, strategic factors.

Educational quality is one of the issues that academic systems are trying to achieve, and various factors affect this quality. In recent decades, higher education has faced challenges that need to be improved. Studies show that despite the importance of this issue, the issue of education still has many shortcomings that impair its quality. For this reason, identifying and ranking influential factors can lead to an increase in the quality of education Therefore, this study aimed to identify and rank the factors affecting the educational quality of educational sciences at the University of Mazandaran. Research method was a case study that by studying and reviewing the texts, 31 factors were identified as influential factors and analyzed based on thematic analysis (comprehensive, organizing, and inclusive).7 experts were selected by the purposeful method and answered the research made questionnaire and analyzed using fuzzy Vikor method. The research findings showed that from the perspective of experts, 31 factors extracted from the research literature; 8 factors are the most influential factors on the educational quality of educational sciences.These factors include: lecturer interest in teaching; active participation in teaching; use of new scientific concepts for each subject; literacy; engaging teachers with subject matter; facilities Physical class in terms of light, chairs, heat and cold; desirable teaching space for research and interest in education are of the highest importance respectively. Considering the influential factors that were identified and prioritized in the study, it is necessary for higher education officials and university chancellors to pay more attention to these factors in order to achieve such quality of education.

the education system and the basic activities that take place in it, namely the training of human resources and capital, are the basis of sustainable development. Accordingly, the quantity and quality of this education play a significant and decisive role in the welfare and prosperity of nations. The main task of the educational system is the responsibility of schools as technical units of the educational system. This is because the tasks that managers must do and the tasks that are the responsibility of managers are varied. Managers must have a number of skills, especially political skills, in order to be able to make serious decisions in certain situations. Because politics is an undeniable issue in relation to the work of managers. The present study was conducted with the method of narrative research with the aim of representing managers' experiences of policy-making in the direction of quality improvement and with an interpretive approach. Episodic interviews were used to collect data. Participants in the study were school principals in Sanandaj and sampling was purposeful. After interviewing 15 people, the data were categorized and analyzed inductively based on thematic analysis. Analyzes showed that major factors in the policies of managers can be influential. Political, social, economic, cultural, human, technological or professional and legal factors, each of which in turn can influence the policy-making process.

The aim of this study was to answer the question "What are the factors affecting the quality of undergraduate education in officer universities of the I. R. Iran from the students' point of view and how are they ranked?" It has been done based on CIPP. This research is based on the purpose of "applied research" and based on the nature of the "descriptive- survey" type, which has a "mixed" approach. The statistical population in the qualitative section included the professors of the officer’s universities, 63 of who were purposefully selected in the form of "focus groups" and in the quantitative section, citing the Jersey and Morgan table, 256 students of this university were selected according to Stratified- random sampling method. In order to collect real data, "field studies" using the tools of "semi-structured interview" and "closed questionnaire" were used. Safe validity of the interview questions and items of the questionnaire were checked by the experts in the field. The "Content Validity Ratio" has been used. Cronbach's alpha coefficient of the questionnaire was 0.861 and the reliability of the interviews was 79%, which indicates acceptable reliability. By analyzing the qualitative content of the interviews, 150 factors were identified, based on which a questionnaire with 114 items was prepared and distributed among the sample population and the data extracted from it were analyzed using "one-sample independent t- test" using SPSS software. According to the obtained results, out of the identified propositions, only 37 items were introduced as effective factors.

The purpose of this study is to investigate the role of social networks in the quality of e-learning in the Corona era. The research method is applied in terms of achieving the goal, and survey in terms of collecting information. The statistical population included all the students of the universities of Ardabil city in the academic year of 2019-2020 and the method used for sampling was stratified random method. To determine the sample size, Morgan's table was used and the number of statistical samples was estimated to be 381 people. To collect the data, the questionnaire of social networks and the quality questionnaire of e-learning were used. The validity of the questionnaire was determined by face validity and reliability through Cronbach's alpha test. Hypotheses were analyzed using spss software version 22 and simple regression was used to test them. The results of the research showed. Social networks on the dimensions of e-learning quality (educational quality) including (quality of reflection in classroom management, creating a learning environment similar to face-to-face classroom, strengthening group activities, facilitating the learning process and fine-tuning the program and announcing it to students) Corona has a significant positive effect.

The study's objective was to present a model to measure the educational quality of elementary schools. This research employed a mixed methodology (qualitative and quantitative) and was an applied research in terms of its goal. The population of the qualitative part included teachers and experts of Andimeshk in 2019-2020, 18 of whom were selected using purposive sampling and participated in semi-structured interviews. Contents of the interviews were analyzed and all the data was coded. Opinions of participants and experts were used for validity, the data was recoded for reliability and an agreement coefficient of 0.89 was achieved. Statistical population of the quantitative part was 1103 teachers, 250 of whom were randomly selected based on the Cochran formula. Research tool was a researcher-made questionnaire based on qualitative findings, the validity of which was achieved by face validity and its reliability by a Cronbach's alpha of 0.88. Findings revealed that experts consider 2 aspects (internal and external organizational factors) and 11 components (elementary education objectives, management and leadership, teachers, students, educational space, educational content, learning and teaching processes, educational infrastructure, family, culture, community and policy) in designing an education quality model. The results of structural equations on PLS Smart indicated that the identified components can predict 0.83 of the education quality variable (R2=0.83). Finally, fit goodness of the study's structural model was approved (GOF=0.52). The results demonstrated that the presented model and its components and indicators can very well predict education quality. Therefore, the results are notable for those involved with education.

The aim of this study was to investigate the role of human capital engineering in positive work attitudes and educational quality (statistical population: primary school teachers in Rasht). The type of research is applied in terms of purpose and descriptive in terms of nature. The statistical population in this study included teachers of girls' primary schools in Rasht from February 2017 to July 2016. The sample size was 234 people using Morgan table using random stratified method with proportional distribution of numbers from the mentioned community. The data collection tool of this research was a provincial questionnaire which was implemented according to the professor with a slight change in it. To determine the content validity of the questionnaire from the opinions of experts and to determine the reliability of the instrument, Cronbach's alpha method was used and the alpha value was 0.859. Two methods of descriptive and inferential statistics have been used to analyze the data. In the descriptive statistics section, the data are summarized and a table is prepared and a graph is drawn, and central indicators such as mean, dispersion indicators such as standard deviation are used. At the level of inferential statistics, after performing the data normality test, univariate T-tests were used. Findings showed that human capital engineering has a positive and significant role in the positive work attitudes and efficiency of girls' primary school teachers in Rasht. Eight sub-hypotheses of the research were confirmed by the above test.

As a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated that despite the advantages such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach, this program essentially opposes with the spirit learning processes in schools as an important cultural institutions. As a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated that despite the advantages such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach, this program essentially opposes with the spirit learning processes in schools as an important cultural institutions. 

The purpose of the present study was to investigate the effect of parent participation on school improvement and educational quality of primary schools in the district council of Zahedan. The research method was descriptive correlational. The statistical population of this study is all parents of primary school students in District 2 Board (Full-time Schools) with 500 students. According to Morgan's table, 217 people were selected by simple random sampling method. The instrument was a questionnaire for participation of Olia Afzal Khani and Abdi (2010), a quality of education questionnaire based on Sarvakal Parsouraman (2004) and a researcher-made questionnaire on improving schools and reliability of  /84, 0/73 and 94/0 . Also, the validity of the questionnaire was analyzed by Liserl software. Findings showed that parent participation has a direct effect on school improvement, parent participation on educational quality and school improvement. Parental involvement indirectly affects the quality of education through school improvement

The purpose of this study was to present a suitable model of effective factors on educational quality in elementary schools in Tehran. The purpose of the study was applied in terms of data analysis and mixed analytical exploratory research. As a method, descriptive and survey type were included in the quantitative section of Tehran's elementary school principals comprising 907 individuals out of which 269 were selected by simple cluster and relative stratified sampling. The research instrument consisted of a researcher-made questionnaire consisting of 125 items. The validity and reliability of the questionnaire were confirmed. Also in the qualitative part of the research, 15 experts were interviewed based on semi-structured interview with 5 questions. The results showed that structural equation modeling consisted of three main components and 12 sub-components such as: 1- management factors (principals' attention to extracurricular activities, principals' attention to teachers' teaching and continual performance appraisal) 2- organizational factors, including (attention to selection). Teachers, attention to teacher empowerment, attention to educational content, formulation and adjustment of applicable rules, allocation of appropriate annual budgets and updating of educational facilities and equipment) 3- skill factors included (attention to teachers verbal skills, attention to non-verbal teachers skills and attention to teachers educational skills) Components of educational quality are Be it. Also absolute / relative fitness indices such as NFI, NNFI, CFI, IFI, RFI, GFI, AGFI, NDI and CDI with values ​​of 0.92, 0.94, 0.96, 0.96, 0.89, 0.94, 90 0.94 and 0.93 which have good fit

Analyzing and evaluating existing perspectives on political science can provide a meaningful and accurate understanding of the revival of applied and efficient knowledge systems. Meanwhile, measuring students' attitudes about the current state of political science in Iran can provide a basis for analyzing and assessing the status quo, analyzing the aspects of political science in an analytical framework. In this paper, the quantitative and qualitative status of political science education will be measured, evaluated and analyzed from the viewpoint of students of the political sciences of University of Tehran. The statistical population of this research includes all students of Political Sciences University of Tehran (in the academic year 1396-1397 (2017-2018)), whose number was 1270. The appropriate sample size is presented in terms of accuracy and homogeneity of the population at 95% confidence level. The sample size is 336 people. In order to measure the status quo, variables in the relationship between education, research, degree of interest in the discipline, degree of satisfaction with the course, the degree of willingness to do research work and selected group activities represent the students' attitude in this field. In order to collect relevant data, a main questionnaire was used that asks to assess their attitudes in order to express their views through open questions designed. The main objective of this paper is to explain the strengths and weaknesses of political science education through the provision of strategic perspectives for outlining the issues and problems in the field of political science and promoting its status among academic disciplines. In order to analyze the views of students on strategies for improving and improving the status of political science in Iran, views were first categorized using qualitative analysis methods and then analyzed using statistical analysis of its status.

The present study was carried out to design the educational quality evaluation model in Technical and Vocational University through mixed research method (qualitative-quantitative). In the quality section, 20 Experts of higher Education, Principle Technical and Vocational University principle and industry managers were selected by purposeful sampling method and then the Semi-structured interviews were done on them. The interviews were analyzed by qualitative content analysis method. The results were extracted in the form of educational quality evaluation model with 17 components and 63 sub-components. In the quantitative section, for the validation of the designed model, a questionnaire was designed based on the sub-components of this model. The validity of the questionnaire was confirmed by the experts and its reliability was calculated by Cronbach's alpha 95.0. This questionnaire was presented to 233 professors, staff and managers of Technical and Vocational University as a statistical sample. The data collected through the questionnaire were analyzed by using factor analysis and AMOS software. Using factor analysis, the model designed was adjusted to 11 components (teaching-learning process, Purposes and structure, financial resources, educational program, Professor, community support, graduates, management, quality of education, research, and administrative staff) and 54 sub-component. The value of indices (CMIN/DF=1.80, RMSEA=0.06, GFI=0.95, AGFI=0.95, NFI=0.94, RFI=0.94, and RMR=0.04) indicated that this method is good fit and this model can be used as a valid tool for evaluating the educational quality at Technical and Vocational University.

This study aimed toexplain factors affecting qualityof teaching and determine their impact onteaching quality.The mixed research approach was used for collecting the data. The population (qualitative method) consisted of staff at central organization of university and researchers of university in 2011- 2016; they were selected using combined sampling method.The population (quantitative method)also consistedof educational assistants,headsof research andeducation department, and faculty members in2016.In qualitative study,the exploratory interviews andsemi-structured interviews wereused for collecting thedata.Inquantitative study,theidentified categories which were derived from encoding qualitative data were used to create paired comparison questionnaires; they included factors affecting quality of teaching.The resultswere analyzed using AHPmethod.Thefindings indicatedthat the contribution of teacher, educational environment, and students was estimated to be41,33, and 26 percent, respectively.Among teacher components,the professional skillsof teacher(weight326) was determined to be themost important component; among student components,theacademicrecords andexperiences(weight463)was determinedto bethe mostcomponent;andamong educational environment components,quality educational spaces and equipment(weight429)was determined to be the most important component.