Objective: The aim of this study was to examine the relationship between teaching skills of teachers and motivational beliefs of students. Methodology: The research is applied for the purpose of cross-correlation method. The sample was included 203 out of 223 high school students and their teachers, which are randomly selected by the multistage cluster sampling. The motivational beliefs with three components (achievement goals, perceived usefulness, efficacy) and a questionnaire with four components of teachers’ teaching skills (communication skills, evaluation skills, development of learning skills, a variety of teaching behaviors are used to gather the data. Results: The study’s finding is among the most valuable skills of teachers, "communication skills" and "diversifying teaching behaviors" as the strongest prediction of motivation for students, especially in components of perceived usefulness and the efficacy. Conclusion: The results strongly suggest that the learning skills of the teachers and their teaching behaviors diversity are a significant relationship with achievement goals for the students. Therefore, the teachers with respect to the learning method of students, stimulatingthe students to participate in class discussions and debates, thought skills while teaching and learning resources and educational media and appropriate lesson, and plan activities outside the classroom can be a significant and positive impact on the student achievement objectives.
