Teachers' Perceptions of the Environmental Curriculum in Tehran's Second-ary Schools: A Phenomenological Approach

Hidden curriculum is the next unpredictable learning experience, ignoring this aspect, neglecting the critical part of the factors that affect student learning. Therefore, the present research has tried to identify some of the important factors involved in creating the hidden curriculum of environmental education in Tehran's secondary schools by providing teachers with perceptions and provide suitable ground for improving the environmental education of students. The method of qualitative research is of phenomenological type. The participants of this study were Tehran Secondary Teachers who were selected on the basis of purposeful sampling of normal subjects, reaching 32 to reach the saturation stage. Within the framework of the topic, semi-structured interviews were used to collect information and the findings of teachers' perceptions and experiences were analyzed and analyzed using Corbin and Strauss's method. After implementing and analyzing the interviews, seven core codes and 34 initial codes were obtained and according to the observed frequencies, the cognitive dimension category with the sum of the most important coefficients and categories of outsourcing factors, social dimension, school bureaucracy dimension And the physical structure are in the next category, and the emotional dimensional category has the least significant coefficient from the angles of code abundance. Teachers believed that schools were not aware of the impact of these dimensions and that they were weak.