This study seeks to establish the viewpoints of former university rectors regarding prevalent instructional challenges in higher education. Moreover, the research aims to assess how these challenges are being addressed. Technical terms are explained upon first use, and the writing style is objective, clear, and formal, adhering to con sistent language usage and grammatically correct structure. The findings do not exhibit bias and adhere to a conventional academic structure with clear logical pro gression between statements. The study employs a phenomenological design, a qualitative research method, and involves a mixed sampling of 19 participants. The data were analyzed using an artificial intelligence-based algorithm. The study identified three categories of instructional problems described by the rectors: instruc tors, students, and curricula. Among these, the rectors’ identified problem areas related to teaching staff were employment and promotion, staff quality, economic problems, excessive workload, qualified publications, ethical violations, personal rights, image and reputation, academic freedom/autonomy, and job satisfaction. Problem areas concerning students include socioeconomic issues, student quality, counselling services, and student numbers. As for the curriculum, drawbacks have been identified in the foreign language programmes, applied courses, unplanned teaching, ineffective training of teaching staff and an outdated curriculum. Despite the rectors’ awareness of such problems, they have hesitated to address them or have postponed their resolution. At this stage, it can be concluded that rectors’ managerial abilities, particularly in delegation and time management, are inadequate. The significance of merit, which is often disregarded in rector appointments, is emphasized in this study, suggesting potential contributions to research in higher education.
Cite this article as: Baltacı, A. (2024). The quality of teaching in higher education according to the rectors. HAYEF: Journal of Education, 21(2), 207-215.