Document Type : Original Article
Authors
1
, PhD student, Department of Educational Management and Planning, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran
2
(PhD), Professor, Department of Educational Management and Planning, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran
3
(PhD), Associate Professor, Department of Educational Management and Planning, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran
4
(PhD), Assistant Professor, Department of Educational Management and Planning, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran
10.22034/jei.2026.490086.3087
Abstract
The aim of this study was to explore the lived educational experience of female teachers in boys' primary schools. A qualitative research design was selected and the method used was Husserlian descriptive phenomenology. The participants of the study included 21 female teachers who had teaching experience in boys' primary schools, who were selected using a purposive sampling approach of the criterion type (at least 3 years of desired experience). The findings were collected using semi-structured interviews. The content analysis method of Cresswell and Clark (2017) was used to form themes and ultimately the overarching theme of the lived educational experiences of female teachers with boys' students in primary schools. To validate the findings, the audit research method, i.e., a detailed review of the findings by an external observer in order to increase the progress of the research, was used in addition to the member control method. To better understand the lived educational experiences of these teachers, the findings from this study were classified as individual, professional-organizational, and social educational facilitator themes and individual, professional-organizational, and social educational inhibitory themes. Finally, a network of themes related to the research was drawn.
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