Exploring the Dimensions and Components of Silence in Students’ Classroom Interactions: A Phenomenological Approach
Keywords:
silence, personal characteristics, classroom management, family, school structure, phenomenologyAbstract
Purpose: The present study aimed to explore the dimensions, underlying components, and contextual determinants of students’ classroom silence based on elementary school teachers’ lived experiences.
Methodology: This applied qualitative study employed a phenomenological research design. Participants consisted of 16 elementary school teachers from Tonekabon city selected through purposive sampling based on theoretical saturation. Data were collected through in-depth semi-structured interviews. Trustworthiness of findings was ensured using Lincoln and Guba’s criteria including credibility, transferability, dependability, and confirmability. Data analysis was conducted using thematic analysis through open, axial, and selective coding procedures with MAXQDA 2020 software.
Findings:Inferential analysis revealed that classroom silence is a multidimensional phenomenon emerging from the interaction of psychological, pedagogical, familial, and institutional factors. Four major categories were identified: student individual characteristics, teacher classroom management, family factors, and school structure, encompassing 14 subthemes and 48 semantic codes. Findings indicated that communication anxiety, low self-confidence, teacher-centered instructional practices, limited psychological safety, family challenges, and rigid school regulations significantly contribute to students’ silence. The results further suggested that silence functions not merely as disengagement but as an adaptive coping strategy shaped by perceived classroom climate and participation opportunities.
Conclusion: The study concludes that classroom silence results from a dynamic interaction between learner characteristics, instructional practices, family context, and institutional structures, highlighting the necessity of systemic educational interventions focused on psychological safety, participatory teaching, social skill development, and supportive school environments.
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Copyright (c) 2026 Sepideh Bahadori (Author); Haideh Ashouri
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