Identifying the Components of Teacher's Authority from the Point of View of Elementary School Teachers and Students

Subject Areas : Education

Ali Shiravani Shiri ^{1 *} , majid kowsary ² , Fateme Sadat Reiszade ³

1 -
2 - Assistant Professor Farhangian University, Shiraz, Iran
3 - A graduate of Master's degree in educational sciences from Farhangian University, an education teacher

Received: 2024-10-01 Accepted : 2025-05-18 Published : 2025-10-25

Keywords: Principle of Authenticity, Authority, Students, Primary School, Teachers.,

Abstract :

Introduction: The purpose of the current research is to identify the components of teacher's credibility and authority from the point of view of elementary school teachers and students.

research methodology: This research is a qualitative study, using the phenomenological method and the statistical population includes teachers and students of the second year of primary schools in Shahreza. Purposive sampling based on criteria was done. The sampling process continued until the theoretical saturation point was reached. A total of 15 students and 15 teachers participated in this research. In this study, data was collected using semi-structured interview method. In order to measure the data collected in the study, the verification method of the members participating in the study was used. Next, the three-stage coding method (open, central and selective coding) was used in data classification and analysis.

Findings: The findings from the interviews with teachers and students were reported in two separate tables, which 14 components from the teachers' point of view include. Also, 6 components from the student's point of view were expressed. In this research, based on the principle of credibility and authority of trainers, the researcher has presented the key and essential items in a systematic category in order to maximize its usability and provide a clear perspective in this field.

Conclusion:

In general, the competencies required for the authority of a teacher in the current era can be divided into three cognitive, attitudinal and skill dimensions. The interaction and superimposition of the components of each of the three mentioned dimensions will increase the authority of the teacher and increase the acceptance of the teacher by the stakeholders. In practice, in educational and educational environments, it makes the teacher's educational activity more effective.

References:


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