A Model for Teaching Role behaviors of university professors: A Qualitative Study

The present study sought to develop a contextual pattern of the behavioral requirements of the teaching roles of Iranian public university professors. In this study, a phenomenological research method was used to help understand participants' lived experiences. The study population consisted of faculty members of public universities of northeastern Iran who had minimum associate professor academic rank and 10 years of work experience in this field. The purposeful sampling method was implemented and this process continued until the findings confirmed the adequacy of the sample size. The results of data analysis by conventional content analysis showed that the pattern of teaching role behaviors had 12 components including "orientation", "love of profession", "professional guidance", "being expert", "resource developer", " Professional evaluation, "monitoring and adjustment", "coaching", "classroom management", "facilitating learning", "inclusiveness" and "availability". The results of this study can help to improve the abilities related to the teaching role of university professors.