Qualitative Research in Behavioral Sciences

Qualitative Research in Behavioral Sciences

Teachers' Lived Experience of Developing Students' Competencies in the Qualitative- Descriptive Evaluation Process

Document Type : Original Article

Authors
parvin roshanghias chermahini 1
elham sadat derakhshan 2
zohreh mohammadi 2
1 Department of Educational Sciences,Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 MA in Educational Sciences, Department of Educational Sciences, Farhangian University, Tehran, Iran.
10.22077/qrbs.2025.10158.1119
Abstract
Background: In today's educational system, descriptive qualitative evaluation is a new approach that provides a basis for improving students' competencies in various fields, as one of the basic goals of education.
Objective: 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 descriptive qualitative evaluation.
Method: 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 maxqda2022 software. To examine the reliability and validity of the research findings, the four criteria of Guba and Lincoln were used.
Results: The results of the cluster analysis showed that, based on the teachers' experiences, the findings revealed four main themes including cognitive, social, moral-behavioral, and emotional-psychological competencies. Six subcategories were identified in each of the first two categories, and five subcategories were identified for each of the third and fourth main categories.
Conclusion: 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 multiple competencies in students.
Keywords
phenomenological study
teachers' lived experience
primary education
competency
qualitative-descriptive evaluation
Subjects
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  • Receive Date 05 October 2025
  • Revise Date 12 November 2025
  • Accept Date 17 November 2025