Document Type : Research Paper
Authors
1 Assistant Professor, Department of Educational Sciences, Payame Noor University(PNU), P. O. Box: 19395-4697, Tehran, Iran.
2 Senior expert in History and Philosophy of Education, Department of Educational Sciences, Payam Noor University, Tehran, Iran.
3 Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran.
Abstract
Introduction: This research was conducted with the aim of analyzing the lived experience of reflecting the personal values of teachers in the classroom management of elementary schools.
Method: The present study, considering its nature and propositions, was applied in terms of purpose and qualitative in terms of the type of data collected and based on a phenomenological (descriptive) approach. The research participants included 5972 elementary school teachers in Arak in the academic year 1402-03. Among these individuals, 24 teachers who had sufficient knowledge and familiarity with the research topic were selected based on predetermined criteria and criteria such as authorship of books and related scientific and research activities using a purposive sampling method with an emphasis on theoretical saturation of the data. The research data collection tool was semi-structured interviews. Thematic analysis method was used to analyze the data in this research.
Results: In the process of coding and analyzing data on important teacher values in the classroom, twelve primary open codes were identified, including self-confidence, cheerfulness and positive energy, creating a conducive psychological environment for learning, respecting students' rights, respectful and humane interaction, valuing individual differences and needs, commitment to effective teaching, observing ethical principles in teaching, adherence to professional principles, and using digital tools to enhance learning. These codes were then transformed into secondary open codes such as teachers' psychological values, teachers' social and human values, teachers' educational and professional values, and values related to the use of technology in teaching. Regarding the conditions and conditions for considering teachers' personal values in the classroom, twenty initial open codes were identified, including flexibility, respect and empathy, ability to communicate effectively, sensitivity to students' individual needs, respect for students' rights, honesty, transparency in behavior, observance of justice and fairness, observance of laws and regulations, transparency in managerial behavior, commitment to educational principles, time and space management, cooperation with colleagues, cooperation with parents, development of team spirit in the classroom, shared responsibility in the learning process, cooperation and accountability. These codes were then transformed into secondary open codes such as teachers' personal and social characteristics, ethical considerations in classroom interactions, managerial and organizational considerations in the classroom, teamwork and collaboration in the educational environment, and attention to educational technologies.
Discussion: These findings show the importance of paying attention to teachers' personal values in improving classroom management and the teaching process.
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