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The Lived Experiences of Experienced Elementary School Teachers in Classroom Management in Public Schools: A Phenomenological Study | ||
| School Administration | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 23 آبان 1405 | ||
| نوع مقاله: Qualitative Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/jsa.2026.145546.2653 | ||
| نویسندگان | ||
| Erfan Shirvani1؛ Keyvan Salehi* 2 | ||
| 1University of Theran | ||
| 2Associate Professor in Educational Assessment, Faculty of Psychology and Education, University of Tehran, Tehran. Iran, | ||
| چکیده | ||
| The present study adopted a qualitative design using a descriptive phenomenological approach to explore experienced elementary school teachers’ experiences of classroom management in public schools in Hamadan, Iran. The study was conducted in the autumn of 2025. Twenty-three teachers, each with at least five years of teaching experience, were purposively selected based on predefined criteria and guided by theoretical saturation. Data were gathered through in-depth semi-structured interviews and analyzed using Colaizzi’s seven-step method. To ensure trustworthiness, strategies such as member checking, peer debriefing, and thick contextual description were applied. Analysis revealed four main themes. “Leadership in the Shadows” included secure attachment, compassionate authority, and strategic tolerance. “Engineering Motivation” included management through instructional design, therapeutic delegation, and physical and time management. “The Hidden Surgical Technique” highlighted root-cause analysis of behavior, private intervention protocols, and resilience and professional patience. “Living in the Gap” addressed a supportive and reflective system, the documentation and recording of events, and deprivation and density management. Findings indicate that effective classroom management transcends traditional disciplinary methods and operates as a relational art grounded in emotional capital, active learning strategies, covert psychological interventions, and structural adaptability. Teachers who establish strong emotional bonds, foster safe and engaging learning environments, analyze behavioral roots, and navigate organizational complexities simultaneously improve educational quality and mitigate burnout. These results underscore that effective classroom management is a multidimensional practice, integrating pedagogical, emotional, and organizational competencies, which collectively sustain both student learning and teacher well-being. | ||
| کلیدواژه‌ها | ||
| Emotional Leadership؛ Descriptive Phenomenology؛ Professional Resilience؛ Interactive Instructional Design؛ Dignity-Oriented Approach | ||
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