Effective teaching indicators according to perceptions of agricultural faculty members of Bu-Ali Sina and Razi universities

Authors

1 M.Sc. Agricultural Extension and Education Dept., Bu-Ali Sina University, Hamedan, Iran

2 Associate Professor, Agricultural Extension and Education Dept., Bu-Ali Sina University, Hamedan, Iran

3 Associate professor, Department of Agricultural Extension and Education, Faculty of Agriculture, Bu-Ali Sina University, Hamedan, Iran

4 Assistant Professor, Agricultural Extension and Education Dept., Bu-AliSina University, Hamedan, Iran

10.22092/jaear.2022.128418

Abstract

The present applied research has been carried out in order to identify the indicators of effective teaching, using a survey method and a questionnaire. The questionnaire included a total of 105 questions, 7 of which are related to personal characteristics and the rest of the questions are related to three sections: professional skills (26 questions), general teaching skills (36 questions) and technical skills (25 questions). The statistical population of the research includes agricultural faculty members of Bu Ali Sina (N=80) and Razi (N=72) universities. To determine the sample size, Morgan's table was used, and a total of 129 faculty members from Bu Ali Sina (66) and Razi (63) universities were selected as research samples. Data analysis was done in two sections of descriptive and analytical statistics using SPSS22 and smartPLS3 software. The results showed that the most important indicators of effective teaching on teaching technical skills include: having a lesson plan and program for teaching and commitment to it, considering discipline and consistency in presenting lessons, linking the lesson content with the needs of the agricultural community. About general teaching skills, the most important were: openness of the professor, flexibility towards students' conditions, establishing close communication with students; and the most important indicators of effective teaching on the teaching profession include: determining the time, conditions and position of the class by the teacher, clarifying transparent instructions during teaching, the teacher's expertise on the course subjects. In the structural model of the research, the components of professional skills, technical skills and general skills had a positive and significant relationship with the "effective teaching" component with the impact coefficient of 0.70, 0.27, and 0.19, respectively.

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Journal of Agricultural Education Administration Research
Volume 14, Issue 61 - Serial Number 61
October 2023
Pages 125-140

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