Flexibility of Iranian Teachers Teaching Methods and High School Students’ Gains

  •  Mehdi Mohammadi    
  •  Naeimeh Ahmadipour    
  •  Reza Norouzi Kouhdasht    
  •  Najmeh Bordbar    


The teaching skills are the key element for all teachers. The main objective of this descriptive study was to investigate the relationship between Flexibility of Iranian Teachers Teaching Methods and High school Students’ emotional, social and intellectual gains as a model. The study population included all Shiraz high schools teachers and their students. By stratified random sampling, 100 teachers and for each of them, 4 students were selected. Data instruments were flexible personal style questionnaires (Taggart & Hausladen, 1993) and students gains subscale of college student experiences questionnaire (Kuh & pace, 2002). After measurement of validity and reliability of instruments, they were distributed  among sample and data was collected. Data was analyzed by inferential statistical methods included Pearson correlation coefficient and multiple regression. The results showed that: 1. There is a relationship between teachers’ intuitive and logical teaching style and student gains. 2. The intuitive teaching style of teachers is stronger predictor of student gains.

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