Exploring Elementary School Teachers’ Experiences of the Self-Management Experience on Cyberspace: A Phenomenological Study

Document Type : Original Article

Authors

Department of Educational Administration and Planning, Faculty of Education and Psychology, Shiraz University, Shiraz, Iran

Abstract


Background: The spread of coronavirus in Iran, caused virtual 
education in cyberspace to replace face-to-face education. On 
the other hand, one of the main tasks of teachers in the process 
of virtual education is to share management information and selfmanagement. Therefore, the present study aimed to explore the 
lived experiences of Shiraz (public) elementary school teachers of 
self-management in cyberspace. 
Methods: In this qualitative study, Husserl’s phenomenological 
method was used. Participants in the study were 17 teachers with 
teaching experience in the central and suburbs of Shiraz. They were 
selected by purposive sampling and criterion sampling approaches 
The data was collected by a semi-structured interview. To measure 
the initial validity of the data, the credibility criteria (the triangulation 
method was used and tried to collect sufficient data from different 
resources to create believability) and reliability (this criterion is 
referred to the stability of results at different times and conditions 
and is equivalent to reliability in quantitative research) was used. 
After encoding the data, the thematic analysis method was used to 
form a network of self-management themes in cyberspace. 
Results: Results classified as follows: The organizing themes were: 
1) self-management skills related to students’ challenges (student 
participation in e-learning, encourage unmotivated students in 
cyberspace, etc.) 2) Self-management skills about the challenges 
of colleagues (formation of virtual groups between colleagues for 
co-thinking between teachers, content production by consulting 
colleagues with each other, etc.) 3) Self-management skills about 
management challenges (online planning to set the timing of online 
teaching, managing student attendance in the online classroom for 
students who did not attend online class, etc.) 4) Self-management 
skills were divided about educational challenges (producing 
attractive content to prevent students ‘cyberspace boredom, online 
student evaluation, etc.) 
Conclusion: An exploratory model was formed in a global theme 
called teacher self-management in cyberspace.

Keywords

References

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