ارزيابي تدريس دبيران متوسطه بر اساس عوامل دهگانه فلندرز

The Evalution of the Quality of Teaching of High School Teachers in Tabriz Using Flandersʹ Interaction Analysis System

The academic performance of students is a topic that has attracted many educational administrators. Among the factors effective on improving the studentsʹ academic performance are the teachersʹ methods and their interaction with the students. Using direct observation, coding the teaching/learning process to determine the type of relationship, and analysis of quality were common during the 50s and 60s. Many researchers use direct observation and categorical coding, nowadays. Sixty classes of three high schools in different fields of study (Mathematics, Empirical sciences, and Humanities) were selected using stratified random sampling. The classes were from five different educational areas in Tabriz. Flandersʹ interaction analysis was utilized to analyze the data. The results of direct observation revealed that teachers employed non-direct teaching less than a direct one. There was no significant difference between the use of indirect teaching and teachersʹ gender. Moreover, there was no significant relationship between teachersʹ experience and indirect teaching. In addition, there was no significant difference between the teachersʹ experience and the three fields of study, however, teachers of humanities encouraged students to learn much more than the other two groups. Also no significant relationship was found between non-direct teaching and students academic achievements (p=0.341 >0.05; r=0.125). Nevertheless, there was a negative relationship between direct teaching and academic improvement (p=0.000<0.05; r=-0.55).