ارزیابی تدریس دبیران متوسطه براساس عوامل دهگانه فلندرز

The academic performance of students is a topic that has attracted many educational administrators. Among the factors effective on improving the students' academic performance are the teachers' 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.Flanders' 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 teachers’ gender. Moreover, there was no significant relationship between teachers’ experience and indirect teaching. In addition, there was no significant difference between the teachers’ 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).