Dr Mehdi Mohammadi, Dr Fahimeh Keshavarzi, Dr Reza Naseri Jahromi, Mrs Rahil Naseri Jahromi, Mrs Zahra Hesampoor, Mrs Fatemeh Mirghafari, Mrs Shima Ebrahimi,
Volume 7, Issue 40 (3-2020)
Abstract
Following the outbreak of the coronavirus, the closure of schools and the need to continued education in the school coerces, teachers were forced to provide training on social networks. The main purpose of the present study was to understand the lived experience of parents of first course of elementary school students in the challenges of virtual education in social networks due to the Outbreak of coronavirus, which was implemented using phenomenological methods. The data collection method was to use a semi-structured interview questionnaire. Accordingly, with a targeted sampling approach and standard method, parents whose children have used virtual education on social media for at least a month were selected, and 16 people were finally interviewed based on theoretical saturation.
Interview analysis was performed using a cleavage model and thematic analysis method. After extracting and categorizing the topic, the advantages and disadvantages of virtual education in social networks in five educational categories (advantages: preventing academic backwardness and creating opportunities for creativity; Disadvantages: unwillingness to complete class assignments and reduction of adherence to class discipline regulations), Social (advantages: student freedom of action and greater parental supervision; Disadvantages: Elimination of group activity and laziness and distraction of students), cultural (advantages: entering virtual education into the education system and creating new experiences; Disadvantages: eliminating the charisma of teacher presence and fatigue and boredom of some parents), Economic (advantages : reducing travel costs and saving travel time; disadvantages: time for additional training and the cost of providing the necessary hardware) and technical (improving media literacy of parents as good; disadvantages: lack of visual appeal of videos and Lack of mastery of information technology ) were classified. In addition to the disadvantages mentioned by parents, it is necessary to design a coherent and effective infrastructure for providing virtual education
Miss Marzieh Mottaghi, Hosein Abdollahi, Ali Khorsandi,
Volume 16, Issue 50 (3-2025)
Abstract
The aim of this study is to investigate organizational support in educational institutions. The study population is elementary, junior high and senior high schools for girls and boys in District 15 of Tehran. The study sample includes 17 educational and administrative staff of schools (11 teachers, 3 assistants and 3 principals) and 3 experts in the field of human resources (an expert in charge of welfare and cooperation of the Education Department of District 15, an expert in women and youth affairs of one of the Education Departments and a manager of the Human Resources Development Department in a private company). This research was conducted using a qualitative and phenomenological method, in the form of semi-structured interviews, then the data were classified using open, axial and selective coding. The results of coding and data analysis indicate a major difference in the level of organizational support in the Education Department and other government institutions. Also, the analysis of the results indicates that many teachers do not have a precise definition of the concept of organizational support and mainly consider this category to include financial support and consider financial and welfare factors (male teachers) and emotional and financial factors (female teachers) to be the most influential factors on organizational support and its perception. Also, the data analysis indicates that the status and status of teachers in society in the past was much higher than it is now, and teachers enjoyed more support from students' parents and society, and all the people present in the study unanimously called for increased financial and judicial support. In this regard, fundamental changes in upstream documents and laws and training in organizational support and its components in in-service courses for teachers can greatly affect the creation of a supportive organization and culture in the education and training organization; such conditions can be effective in improving the morale and motivation of teachers in schools and return the lost status and dignity of teachers to them.
