An Exploration of Factors, Criteria, and Indicators for Evaluating the Teaching-Learning Quality of Primary School Teachers

Haji Mirza Aghaee Yazdi, Zahra; Degghani, Marzieh

doi:10.48310/itt.2026.21128.1219

An Exploration of Factors, Criteria, and Indicators for Evaluating the Teaching-Learning Quality of Primary School Teachers

Document Type : Original Research

Authors

¹ M.Sc. Student in Educational Evaluation, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

² Associate Prof, Department of Educational Methods and Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

10.48310/itt.2026.21128.1219

Abstract

Background and Objectives: The quality of the teaching-learning process in primary education is the cornerstone of the educational system; however, existing studies in the field of evaluating this process are often one-dimensional and lack a comprehensive view of all effective dimensions. The main objective is to develop a comprehensive framework of factors, criteria, and indicators for evaluating the quality of the teaching-learning process in primary education. Method: This study was conducted using a qualitative approach with a descriptive phenomenological design. The research population consisted of teachers at this level, who were selected through criterion-based purposive sampling. Data were collected through semi-structured interviews with 20 teachers. Data analysis was performed using the inductive qualitative content analysis method in three stages: open, axial, and selective coding. To validate the findings, strategies such as member checking and peer review were employed. Content validity was assessed by confirming the Content Validity Ratio (CVR) index (0.98). Findings: The data analysis led to the identification of 5 main factors (Instructional, Communicative (Multidirectional), Teacher-Related Individual, Environmental-Structural, and Student-Related Individual), 22 criteria, and 97 indicators. The findings revealed that the "Instructional Factor" is recognized as the most central dimension, which includes criteria such as "Teaching-Learning Executive Skills," "Assessment Skills," and "Assignments." Following that is the "Communicative (Multidirectional) Factor," which emphasizes the importance of multidirectional interactions. Conclusion: Teaching-learning is an educational phenomenon that achieves effectiveness within a context of multidirectional interactions. This research provides a scientific basis for designing evaluation tools.

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