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This study aimed toexplain factors affecting qualityof teaching and determine their impact onteaching quality.The mixed research approach was used for collecting the data. The population (qualitative method) consisted of staff at central organization of university and researchers of university in 2011- 2016; they were selected using combined sampling method.The population (quantitative method)also consistedof educational assistants,headsof research andeducation department, and faculty members in2016.In qualitative study,the exploratory interviews andsemi-structured interviews wereused for collecting thedata.Inquantitative study,theidentified categories which were derived from encoding qualitative data were used to create paired comparison questionnaires; they included factors affecting quality of teaching.The resultswere analyzed using AHPmethod.Thefindings indicatedthat the contribution of teacher, educational environment, and students was estimated to be41,33, and 26 percent, respectively.Among teacher components,the professional skillsof teacher(weight326) was determined to be themost important component; among student components,theacademicrecords andexperiences(weight463)was determinedto bethe mostcomponent;andamong educational environment components,quality educational spaces and equipment(weight429)was determined to be the most important component.
 
 
 

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This study has been done in the category of applied research with qualitative paradigm by thematic analysis through an inductive approach.From reliable first-hand documents and resources in terms and keywords of this inquiry in thriving countries,45 cases were selected by purposive sampling.The data collection tool was manual and computer notes(MAXQDA,2020).The network of themes extracted in the findings indicates a conceptual model with five broad themes(curriculum competencies,educational strategies,student,teacher and challenges and opportunities)and a practical model with five broad themes(School's curriculum,educational activities,operational activities,student activities,and teaching activities).The study shows that in prosperous countries like Finland and Sweden,students' start-ups have been started for many years and are going on regularly and desirably.Since this type of activity has been neglected in Iranian curricula,it is suggested that the curriculum of start-ups in the second year of high school be designed & implemented based on the criteria an indicatores provided in the models of this research.