Teachers' lived experience of developing students' competencies in the qualitative-descriptive evaluation process

Document Type : Original Article

Authors

1 Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Master's student, Department of Educational Sciences, Farhangian University, Isfahan P.O. Box -888 56441 Tehran, Iran

Abstract

Teachers' lived experience of developing students' competencies in the qualitative-descriptive evaluation process



Abstract

In today's education system, qualitative descriptive evaluation is a new approach that provides the basis for improving students' competencies in various fields, as one of the basic goals of education. This study was conducted with the aim of analyzing the lived experiences of elementary school teachers of the competencies acquired by students during the implementation of qualitative descriptive evaluation. This study was applied, qualitative, descriptive phenomenological in terms of its purpose, approach, and data collection method. The participants were 35 elementary school teachers from Isfahan province who were selected purposefully and based on the theoretical saturation criterion. The data collection tool in this study was a semi-structured in-depth interview. First, the framework was prepared and then approved by two professors of educational sciences. Data analysis was carried out using the seven-step Claise method and using the maxqda2022 software. To examine the reliability and validity of the research findings, the four criteria of Guba and Lincoln were used. The results of the cluster analysis showed that, according to the teachers' experiences, the findings revealed four main themes including cognitive, social, moral-behavioral, and emotional-psychological competencies. In each of the first two categories, 6 subcategories were identified, and for each of the third and fourth main categories, 5 subcategories were identified. From the totality of the teachers' lived experiences, it can be inferred that qualitative descriptive evaluation, despite its implementation problems and shortcomings, can provide a suitable opportunity for all-round training and the growth and development of numerous competencies in students.



Keywords: Phenomenological study, teachers' lived experience, primary education, competency, qualitative-descriptive evaluation.

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History

  • Receive Date: 05 October 2025
  • Revise Date: 12 November 2025
  • Accept Date: 17 November 2025

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