The present study has been conducted as an examination, identification, and analysis of the determinants of teaching quality in Academic institutions of Afghanistan. The research focused on the ranking of fundamental and determinative components of teaching quality. The research population consisted of 180 members of the faculty from various universities across the country, selected using a simple random sampling method. Data collection was carried out using a questionnaire, which was designed structurally based on the Likert spectrum and theoretically supported by multiple teaching quality theories. Cronbach's alpha was used for questionnaire reliability, and the results were satisfactory (α = 0.95). Data were analyzed using various statistical methods, including KMO, Bartlett, factor analysis, analysis of variance, Pearson correlation, regression, and coefficient of variance, using SPSS and EViews software. The findings of this research suggest that teaching skills, expertise, and individual and personal skills are among the key components contributing to the improvement of teaching quality and can have a significant impact on the quality of teaching in Afghan educational institutions. In conclusion, the research results confirm the research hypothesis that teaching skills, expertise, and personal qualities enhance teaching quality in higher education sector of Afghanistan.
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