Communication is a key issue in the classroom. Non-verbal communication is also one of the important issues in the field of educational psychology. Therefore, examining the processes, contributing factors, and consequences of teachers' non-verbal communication is a significant topic. The present article aims to investigate the processes and teachers' perceptions of their non-verbal behaviors in the classroom based on grounded theory. The statistical population of the present research consisted of all female teachers in the second secondary level in Mashhad who were active during the academic year 2024-2025, and they were examined using semi-structured interviews. The researchers also analyzed the background to achieve a multitude of concepts. The analysis of the information was conducted based on open coding, axial coding, and selective coding methods. The findings indicated that the influencing factors include non-verbal communication patterns, the function of non-verbal communication, the level of intervention in non-verbal communication and the way teachers intervene in students' speech. The strategy emphasizes the necessity of holding training courses on non-verbal behaviors. The consequences of non-verbal communication are considered from the perspective of both teachers and students. Intervening conditions, and the audience analysis of students, as well as contextual conditions, highlight the importance of the discussion, the two dimensions of non-verbal behaviors, and methods for teaching non-verbal behaviors. The results of this research can be useful in developing tools for identifying non-verbal behaviors and formulating intervention protocols to improve these outcomes.</p
