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The present paper investigated the relationship among the level of experience of academic staffs, the beliefs they hold and the outcome of their successfulness in teaching quality. Two research questions have been rose which are concluded: whether teaching experiences affect the efficiency of teaching and whether the beliefs of academic staffs about teaching affect how well their students’ satisfaction. The investigation is based on a study of the approach to PEQ, by 15 experienced and 15 less experienced academic staffs in two different Universities. All the academic staffs were involved in the postgraduate programs in the University of Guilan and Islamic Azad University in the Rasht Unit. All 15 experienced had at least 10 years of experience in teaching and the less experienced staffs had less than 5 years of experience and most of them had no formal practice. The research procedure involved semi-structured interviews with the academic staffs and questionnaire with post graduate students. Academic staffs’ interviews included questions about how they planned their conceptions of PEQ the results showed that the experienced academic staffs employed an interactive and discovery approach to their teaching. Some of the questions asked in lessons were quite demanding cognitively. This should communicate two important messages to the post graduate students. The first was that they were responsible for their own teaching process and the second one was that teaching was about making sense out of interactions. DOI: 10.5901/jesr.2013.v3n7p24

journal of educational and social research

Comparison Experienced and Les Experienced Academic Staffs’ Beliefs on Post Graduate Stuedents’ Educational Quality (PEQ): Case Study University of Guilan and Islamic Azad University, Rasht Unit, Iran