Investigation and Identification of Effective Teaching Components for Primary School Teachers in Language Teaching in Shiraz Schools

Abstract

Purpose: The present study aimed to identify the components of effective teaching for primary school language teachers in Shiraz schools from the perspective of teachers.

Methods and Materials: This study was conducted using a qualitative research design based on a phenomenological approach. The statistical population included primary school language teachers in Shiraz. Participants were selected through purposive sampling according to criteria including at least five years of teaching experience in elementary language education, more than ten years of teaching experience, and holding at least a bachelor’s degree. Data were collected through semi-structured and exploratory interviews. Sampling continued until theoretical saturation was achieved, resulting in 19 participants. Interview duration ranged from 45 to 70 minutes, and data collection, coding, and categorization were conducted over a six-month period. Data analysis was performed using Colaizzi’s seven-step thematic analysis method. Credibility of findings was confirmed through member checking and expert review of qualitative analysis procedures.

Findings: The findings revealed 431 initial codes, 36 subthemes, and 6 main themes related to effective teaching in elementary language education. The identified components included ethical and personality characteristics, specialized professional characteristics, teaching skills, educational evaluation, psychological action, and classroom management. Ethical and personality characteristics emphasized teachers’ responsibility, fairness, respect toward students, enthusiasm, confidence, and positive interpersonal behavior. Specialized characteristics highlighted mastery of subject content, updated scientific knowledge, and the ability to connect educational content to real-life applications. Teaching skills included the use of active teaching methods, clear presentation of materials, learner engagement, and effective use of educational aids. Educational evaluation involved diverse assessment methods, constructive feedback, and alignment of evaluation with instructional objectives. Psychological action referred to teachers’ awareness of learners’ individual differences, motivational strategies, and cognitive and metacognitive support. Classroom management emphasized lesson planning, establishing classroom rules collaboratively, maintaining a psychologically safe environment, and encouraging active student participation.

Conclusion: The study concluded that effective teaching in elementary language education is a multidimensional process requiring the integration of ethical, professional, pedagogical, psychological, evaluative, and managerial competencies. Teachers who effectively apply these components can enhance student engagement, improve learning quality, and create supportive and motivating classroom environments. The findings also emphasize the importance of professional development programs designed around these identified components to improve the effectiveness of language teaching in primary education.