Introduction and Objective: The teacher, as the focal element of the teaching-learning process, plays a decisive role in the quality of the educational system. However, many teachers still adhere to traditional methods. This study aims to synthesize the findings of previous research in the field of effective teaching and educational innovation, identify the main components of effective teaching, analyze the barriers to implementing innovative teaching methods, and provide practical solutions.
Methodology: The present study is applied in terms of purpose and qualitative and descriptive-analytical in terms of data nature, conducted using a library-based (documentary) method. Four main studies—including field research in disadvantaged schools in Sri Lanka, a review study on innovation in the U.S. educational system, mixed-methods research in Indonesian vocational schools, and a phenomenological study in elementary schools in Tehran—form the basis of the analysis.
Findings: Effective teaching has six main components: the teacher's moral and personality characteristics, specialized characteristics, teaching skills, educational assessment, psychological responsiveness, and classroom management. The barriers to implementing innovative teaching methods are classified into three categories: structural (lack of effective time, lack of specialized spaces, test-oriented policies), human (lack of continuous professional development opportunities, gap between theory and practice, resistance to change, reduced student motivation), and technological (lack of hardware and infrastructure, low teacher competency, technocentrism syndrome).
Conclusion: Practical solutions include improving teaching methods and teacher-student relationships (teacher level), creating a professional learning culture and lesson study at school (school level), and providing infrastructure, revising the curriculum, and changing the teacher evaluation system from a supervisory-punitive approach to a developmental-supportive one (educational system level).