Abstract

Introduction:Today, the issue of improving the quality of university education is an integral part of the challenges related to higher education management in the world. The most important factor affecting education and training and the achievement of university educational goals are professors, and paying attention to the quality of their teaching can improve the quality of the higher education system. In addition, professors, as the main human resources of universities, are the leaders of the bastion of science and knowledge in the field of transcending university goals, as well as guiding students towards scientific progress .This study aimed to investigate the extent to which faculty members of the Faculty of Humanities enjoy teaching actions from the perspective of undergraduate students.
Method: The research approach was quantitative and the research method was survey. The statistical population included all sixth and eighth semester undergraduate students of the Faculty of Humanities of Bu-Ali sina in the academic year 1402-1403, which numbered 315 people. Sampling was carried out using the proportional stratified method & the Krejci and Morgan sample size estimation table, the sample size was 176 people. The data collection tool was a researcher-made questionnaire. Content validity was used to measure validity and Cronbach's alpha was used to measure reliability, and its value was calculated as 0.81. The data were analyzed using descriptive statistics indicators including frequency, percentage, mean and standard deviation, Kolmogorov-Smirnov normality test, one-group t-test, one-way analysis of variance, and Tukey's paired comparison test.
Results:the findings showed that from the students' perspective, the level of faculty members' enjoyment of teaching actions was above average. Also, based on the results of one-way analysis of variance, there was a significant difference between the students' perspectives regarding the level of faculty members' enjoyment of various teaching actions, and the results of the Tukey test showed that these differences were in logical and psychological teaching actions.
Discussion and Conclusion:The results of the study showed that the level of faculty members' logical action from the students' perspective is above average. The results are consistent with the findings of Rocha & et al (2023), which showed that the use of logical methods in teaching can have a positive effect on students' learning and ability to solve complex problems, and also with some of the results of Xie & Derakhshan (2021), which showed that the use of reliable scientific sources, providing opportunities to express opinions and express views, and verbal reasoning facilitate the educational process.The results of the study showed that the level of psychological teaching practices of faculty members of the Faculty of Humanities, from the perspective of students, is above the average level. These results are consistent with the findings of Bieferman & et al (2023) who showed that teachers' psychological practices, including awareness of their own and students' psychological states, can lead to improved learning experiences and more active participation of students, with the results of Mastrokoukou & et al (2022) who showed that interaction and attention to students' individual needs is one of the most important characteristics of effective teaching in educational environments, with the research of Xie & Derakhshan (2021) who emphasized that teachers' positive communication behaviors, including psychological support and motivation, have a significant impact on strengthening students' motivation and sense of worth, with the research of Hashemzadehaghdam & et al (2021) who showed that the psychological and communication characteristics of professors are important factors affecting the quality of teaching. The results of the study showed that the level of ethical behavior of faculty members from the perspective of students is above average. These results are consistent with the research of Chongkim (2023), which showed that observing ethical principles in teaching, including justice, transparency, and mutual respect, has a positive effect on students' ethical behavior and improves their learning, and with the research of Teke (2021), which showed that teaching ethics and strengthening teachers' ethical abilities can help increase moral awareness and educate ethical learners.
The results of the study showed that the greatest difference between students' views on professors' teaching actions was related to psychological and logical actions, and students evaluated professors differently in the areas of three logical, psychological, and ethical actions. These results, in accordance with the research of Hashemzadehaghdam & et al (2021),  showed that personality-moral characteristics, teaching and communication skills significantly affect the quality of teaching and the results of the research of Salehizadeh & et al (2019) showed that the combination of teaching skills, ethical principles, and psychological interactions can significantly improve the quality of teaching and create a learning-oriented environment in which students feel more secure and motivated. In general, it can be said that attention to these three actions can lead to improved teaching quality and enhanced student learning experience.
Based on the results of psychological action, it is suggested that professors pay special attention to creating a supportive and motivating environment for students. This can be achieved by actively listening to students and identifying their psychological and emotional needs. Using group activities,encouraging participation in class discussions, and holding individual meetings to consult with students can be appropriate solutions. Based on the results of logical action, it is suggested that professors use argumentative and structured methods in designing and presenting course content. Using visual tools such as diagrams and providing practical examples related to real life can help to better understand complex concepts. It is suggested that professors plan carefully for the structure of the lesson and the sequence of the material before teaching so that the content is presented in a coherent and logical manner. Based on the results of ethical action, it is suggested that professors adhere to the principles of justice, transparency, and mutual respect in all classroom interactions. Fairness in assessments, providing clear explanations about grading criteria, respecting differences, and avoiding discrimination are among the strategies that can help improve the level of ethical behavior. It is suggested that a study examine the level of enjoyment of teaching actions from the perspective of professors using self-assessment and self-evaluation tools.