Teachers Experiences of Factors Affecting Quality of Teaching- learning Time Management in Multi-grade Classes

The present study aims to identify the factors affecting the quality of teaching- learning time management in multi-grade classes from the perspective of experienced teachers. The research approach was qualitative phenomenographical and the research population included teachers of multi-grade classes in Yasuj (Iran), 24 of whom were selected through purposeful sampling observing theoretical saturation in semi-structured interviews. In order to validate the interview questions, the professors of the Department of Educational Sciences were consoled. The interview transcripts were presented to and affirmed by the interviewees to ensure the reliability of the research data. The interview transcripts were coded and categorized, and then analyzed and classified. The experiences of the teachers on factors affecting the improvement of teaching-learning time management in multi-grade classes were classified into the two major categories of affirmative and privative. The affirmative major category consists of three main categories and nine subcategories, and the privative category consists of five main categories.