Volume 8, Issue 2 (Summer 2025)
Iranian Journal of Educational Sociology 2025, 8(2): 0-0 |
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Al-Abidi A A H A, Shah Talebi B, Sakhi Atabi M H, Fadavi M S. (2025). Analysis of Educational Challenges for Science Teachers and Solutions with Emphasis on the Role of the Teacher. Iranian Journal of Educational Sociology. 8(2),
URL: http://iase-idje.ir/article-1-1525-en.html
URL: http://iase-idje.ir/article-1-1525-en.html
Abd Ali Hossein Amir Al-Abidi1 
, Badri Shah Talebi2 , Mehdi Hattab Sakhi Atabi3 , Mahboobeh Sadat Fadavi4
, Badri Shah Talebi2 , Mehdi Hattab Sakhi Atabi3 , Mahboobeh Sadat Fadavi4
1- PhD Student, Department of Educational Management, Isfahan Branch(Khorasgan), Islamic Azad University, Isfahan, Iran.
2- Associate Professor, Department of Educational Management, Isfahan Branch(Khorasgan), Islamic Azad University, Isfahan, Iran
3- Dean of the Faculty of Elementary Education, University of Baghdad, Iraq.
4- Associate Professor, Department of Educational Management, Isfahan Branch(Khorasgan), Islamic Azad University, Isfahan, Iran.
2- Associate Professor, Department of Educational Management, Isfahan Branch(Khorasgan), Islamic Azad University, Isfahan, Iran
3- Dean of the Faculty of Elementary Education, University of Baghdad, Iraq.
4- Associate Professor, Department of Educational Management, Isfahan Branch(Khorasgan), Islamic Azad University, Isfahan, Iran.
Abstract: (32 Views)
Purpose: This study aims to identify the educational challenges faced by science teachers in the secondary education system of Iraq.
Methods and Materials: This study employs a qualitative research approach and using content analysis with an inductive methodology. The research environment included science teachers, science subject group leaders, and curriculum developers who were selected through purposive sampling based on specific criteria. The primary data collection tool was semi-structured in-depth interviews. The interviews continued until theoretical saturation was reached, with a total of 23 participants.
Findings: The initial coding led to the identification of five subcategories of challenges faced by teachers: skills, knowledge, ethical characteristics, attitudes, and abilities. Based on these challenges, corresponding solutions emerged.
Conclusion: In light of the findings, it is recommended that to overcome the identified educational problems in science education, all aspects highlighted in this study should be reviewed, and necessary reforms should be implemented to enhance the effectiveness of science education, with a particular emphasis on the role of the teacher.
Methods and Materials: This study employs a qualitative research approach and using content analysis with an inductive methodology. The research environment included science teachers, science subject group leaders, and curriculum developers who were selected through purposive sampling based on specific criteria. The primary data collection tool was semi-structured in-depth interviews. The interviews continued until theoretical saturation was reached, with a total of 23 participants.
Findings: The initial coding led to the identification of five subcategories of challenges faced by teachers: skills, knowledge, ethical characteristics, attitudes, and abilities. Based on these challenges, corresponding solutions emerged.
Conclusion: In light of the findings, it is recommended that to overcome the identified educational problems in science education, all aspects highlighted in this study should be reviewed, and necessary reforms should be implemented to enhance the effectiveness of science education, with a particular emphasis on the role of the teacher.
Type of Study: Research Article |
Subject:
Special
Received: 2025/01/18 | Accepted: 2025/07/1 | Published: 2025/07/1
Received: 2025/01/18 | Accepted: 2025/07/1 | Published: 2025/07/1
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