Lived Experience of Elementary School Teachers Regarding an Ineffective (Redundant) Curriculum
Keywords:
ineffective curriculum (redundant), elementary school teachers , Lived experienceAbstract
Purpose: The purpose of this study is to examine the lived experience of elementary school teachers regarding an ineffective (redundant) curriculum.
Methodology: This study is qualitative and follows a phenomenological approach. The statistical population includes all elementary school teachers in Isfahan Province, from which 27 participants were selected using purposive sampling of desirable cases. Data were collected through in-depth semi-structured interviews. The collected data were analyzed using the thematic analysis technique based on Colaizzi's method. The credibility of the findings was ensured using Guba and Lincoln's criteria, and the reliability of the interviews was assessed through intra-subject agreement.
Findings: The results identified four overarching themes: factors contributing to an ineffective curriculum, characteristics of an ineffective curriculum, barriers to eliminating an ineffective curriculum, and strategies for overcoming an ineffective curriculum. After identifying the basic, organizing, and overarching themes related to the ineffective curriculum, a model of the ineffective curriculum was developed.
Conclusion: The results indicated that an ineffective curriculum is shaped by various factors and faces obstacles to its elimination. Providing appropriate strategies can contribute to improving the quality of education.
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