نوع مقاله : مقاله پژوهشی
نویسنده
گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
The retention of experienced teachers in multi-grade classrooms in deprived areas is crucial for educational equity. Despite the challenges of these classrooms, some teachers prefer them to single-grade, urban schools. This study explores the experiences of these teachers in the 2022-2023 academic year. Employing a qualitative phenomenological approach, the study involved experienced multi-grade teachers from the Kurdistan province of Iran with at least 15 years of experience. Targeted theoretical sampling was used to select participants. Data was collected through semi-structured interviews until theoretical saturation was reached. For further validation, interviews continued with three additional participants. Thematic analysis using Strauss and Sterling's (2001) three-step method (basic, organizing, and overarching themes) and MAXQDA software revealed three overarching themes and nine organizing themes: autonomy (increased freedom of action, reduced control, and enhanced status), mastery (awareness, planning, knowledge, and student empowerment), and belief in multi-grade classrooms (loyalty to the village and simplicity). Despite resource limitations, multi-grade classrooms offer experienced teachers diverse advantages and opportunities that are rarely available in single-grade, urban settings. These teachers enjoy greater autonomy, less scrutiny, and a more conducive environment for creativity. Multi-grade classrooms, while not without challenges, provide experienced teachers with unique rewards and opportunities for professional growth. Supporting these teachers and addressing the challenges they face can contribute to improved educational outcomes in deprived areas.
کلیدواژهها [English]
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