Analyzing the lived experiences of primary school teachers about the causes of students' academic failure in virtual education during the covid-19 pandemic.

After the epidemic of Covid-19 in the world, virtual education replaced face-to-face education. Virtual education, despite its many advantages, also brings challenges, one of which is the academic drop of students, especially in the elementary school. Therefore, the aim of the current research is to analyze the lived experiences of primary school teachers about the causes of students' academic failure in virtual education.

The present research was investigated in a qualitative and phenomenological way. According to the nature of the research, the purposeful sampling method of criterion type was used, and with the in-depth interview of 11 primary school teachers, the data obtained reached saturation. The data obtained from teachers' lived experiences were analyzed by the method of Colisei (2002) and MAXQDA 11 software was used as a data analysis tool.

Findings from teachers' lived experiences, in the form of six main themes: "Technical and infrastructural problems", "Problems related to the teacher", "Problems related to the student and the student's family", "Psychological pressures", "Lack of correct evaluation" and principles" and "decreasing students' motivation" were classified.

The results obtained from the analysis of the lived experiences of elementary school teachers on the causes of students' academic failure during virtual education show that a set of factors play a role in the student's academic failure, and most of these factors are caused by The teacher is controllable. Therefore, teachers, should develop revised management, teaching, evaluation and communication skills with students and their parents.