Volume 3, Issue 3 (9-2020)                   Iranian Journal of Educational Sociology 2020, 3(3): 132-144 | Back to browse issues page

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Rezaei A, Shahtalebi B, Saeedian N. A Phenomenological Study of Teacher's Lived Experiences of Social Status. Iranian Journal of Educational Sociology. 2020; 3 (3) :132-144
URL: http://iase-idje.ir/article-1-665-en.html
1- PhD Student in Educational Management, Isfahan Branch, Islamic Azad University, Isfahan, Iran
2- Associate Professor, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran
3- Associate Professor, Islamic Azad University, Isfahan Branch, Khorasgan, Iran
Abstract:   (330 Views)
Purpose: The aim of this study was to investigate teacherschr('39') experiences of social status.
Methodology: The present study was conducted using descriptive phenomenological method. The statistical population of the study included all the official teachers of education in the country in the academic year of 2018-19. The research sampling method was purposive and the data collection method was semi-structured interview. Accordingly, 14 teachers with at least 10 years of experience were interviewed. The selected teachers were from all over Iran and were not limited to a specific province. To analyze the data, the descriptive phenomenological method of Kliz, which has seven stages, was used.
Findings: The findings of the study indicated that teacherschr('39') lived experiences of social status fall into three general dimensions: definition of social status, deterrence of social status and promotion of social status. The definition of social status from the teacherschr('39') point of view includes three central dimensions: social status as psychological need, social status as social status, and social status as class status. Deterrence of social status includes the following categories: teacherchr('39')s imagery, inappropriate social imagery of the teacher, systematic discrimination, lack of professional identity, job gaps, lack of accountability and institutional support, sense of institutional inefficiency, media inefficiency, Weak trade union organization, professional inefficiency, and unequal power relations. Also promoting social status such as macro policy reform, institutional cohesion and cooperation, job identity development, professional empowerment, strengthening social authority, strengthening social authority, reforming managerial and organizational practices, strengthening teacher-centered participation, improving welfare facilities and Includes strengthening trade union organization.
Conclusion: The social status of teachers is a cultural and social matter that finds meaning based on the context of teacherschr('39') activities.
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Type of Study: Research | Subject: Special
Received: 2020/03/7 | Accepted: 2020/06/21 | Published: 2020/10/1

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