Document Type : Research Paper
Authors
1
Assistant Professor, Department of Educational Sciences, Payame Noor University, 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
This research has been conducted with the aim of analyzing the lived experience of reflecting teachers' personal values in classroom management at elementary schools. The present research, given its nature and propositions, was applied in terms of purpose and qualitative in terms of the type of collected data, based on a descriptive phenomenological approach. The participant population of the research included all elementary school teachers in Arak city during the academic year 2023–2024, totaling 5972 individuals. Among these individuals, teachers who had sufficient knowledge of the research topic were selected based on predetermined criteria such as authorship of books and related scientific and research activities, using purposive sampling with an emphasis on theoretical data saturation, and 24 individuals were chosen. The data collection instrument was semi-structured interviews. For data analysis in this research, thematic analysis was employed. In the process of coding and data analysis regarding the important values of teachers in the classroom, four categories were identified: psychological values, social and humanistic values, educational and professional values, and values related to the use of technology in teaching. Concerning how and under what conditions teachers' personal values are incorporated into the classroom, five categories were extracted: individual 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. These findings indicate the importance of paying attention to teachers' personal values in improving classroom management and the teaching process.
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