چکیده:
The aim of this study was to examine the relationship between teaching skills of teachers
and motivational beliefs of students. The research is applied for the purpose of crosscorrelation
method. The sample was included 203 out of 223 high school students and
their teachers, which are randomly selected by the multistage cluster sampling. The
motivational beliefs of Green and Miller questionnaire (1996), with three components
(achievement goals, perceived usefulness, efficacy) and a questionnaire with four
components of teachers’ teaching skills (communication skills, evaluation skills,
development of learning skills, a variety of teaching behaviors are used to gather the data.
The study’s finding is among the most valuable skills of teachers, "communication skills"
and "diversifying teaching behaviors" as the strongest prediction of motivation for
students, especially in components of perceived usefulness and the efficacy.
خلاصه ماشینی:
The motivational beliefs of Green and Miller questionnaire (1996), with three components (achievement goals, perceived usefulness, efficacy) and a questionnaire with four components of teachers’ teaching skills (communication skills, evaluation skills, development of learning skills, a variety of teaching behaviors are used to gather the data.
The study’s finding is among the most valuable skills of teachers, "communication skills" and "diversifying teaching behaviors" as the strongest prediction of motivation for students, especially in components of perceived usefulness and the efficacy .
Keyword: Motivational Beliefs, Achievement Goals, Perceived Usefulness, Self- efficacy, Teaching Skills * Corresponding author: Asarzadeh Peer review under responsibility of UCT Journal of Management and Accounting Studies INTRODUCTION The main goals of the educational system is training the students to be successful, progressive and efficient (Moshtaghi, 2012).
Ames (1992, quoted by Harder, Crowson, Debacker & White, 2007) found the aims of the development as a coherent pattern of beliefs by which a person knows in different ways the situations of incline in the context of his activities, and finally provides an answer.
Students with positive perceptions of the usefulness of the course to achieve their future goals are raised higher than the others in school assignments, learning strategies are more effective to work hard and perform better at school (Phalet, Andriessen & Lens, 2004).
Data for this study was gathered by: a) motivational beliefs questionnaire (Green and Miller, 1996) in the form of three questions in three components (achievement goals, perceived usefulness and efficacy) to determine students' motivational beliefs,b) Teaching skills questionnaire in twenty-two questions in four items (communication skills, assessment skills, learning skills development, the diversity of teaching behaviors).