چیره دستان در کلاس های چندپایه: رمز ماندگاری معلمان با تجربه

Mastery of hands in multigrade classes: the secret of longevity of experienced teachers.

Background and Objectives: The retention of experienced teachers in multi-grade classrooms and disadvantaged areas is a crucial step towards educational equity. Despite the challenges associated with these classrooms, some teachers prefer them to single-grade schools in urban areas. This research examines the experiences of these teachers during the 2023-2024 academic year. Methods: A qualitative phenomenological approach was employed for this study. The research population comprised multi-grade classroom teachers in Kurdistan Province with a minimum of 15 years of experience in multi-grade teaching. Purposive sampling was used to select participants. Semi-structured interviews were conducted to collect data, and the interviewing process continued until theoretical saturation was reached. To ensure reliability, three additional interviews were conducted after reaching theoretical saturation. After recording the interviews, the transcripts were verified for accuracy and reliability by presenting the findings to the participants and obtaining their feedback. The data was analyzed using the three-stage analysis (basic, organizing, and comprehensive) proposed by Strauss and Corbin (2001) and the MAXQDA software. Findings: The findings were categorized into three overarching themes and nine organizing themes. The organizing themes included autonomy (increased freedom of action, reduced control, and increased status), mastery (awareness, planning, intellectualism, and student empowerment), and belief in multi-grade classrooms (loyalty to the village and simplicity). Conclusion: The findings revealed that multi-grade classrooms, despite limited resources, provide a variety of benefits and opportunities for experienced teachers that are difficult to find in single-grade urban schools. These teachers have greater autonomy, are subject to less scrutiny, and experience greater opportunities for creativity in these classrooms. [ABSTRACT FROM AUTHOR]

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