qualitative research

The purpose of the present study was to propose a conceptual framework for research-based education in the context of Iran’s higher education system. This study was conducted within the interpretivist paradigm using a qualitative approach and grounded theory methodology. Semi-structured interviews were employed to collect data from 28 higher education experts selected purposefully through strategies such as maximum variation, snowball, and theoretical sampling. Data analysis was performed in three stages: open coding, axial coding, and selective coding. The findings revealed that research-based education is characterized as problem-based, problem-identifying, and problem-generating. From a systemic perspective, the inputs (students, faculty, curriculum) and outputs (learning) are identified as active agents, facilitating educators, communicative curricula, and learning in practical contexts. The formation process of this concept is fostered through the provision of structured opportunities within a framework of discourse, human interactions, and freedom of expression. This type of education is influenced by three categories of factors: educational-research, administrative-support, and moral-cultural elements, shaped by both internal and external organizational contexts. It also emerges under the influence of factors such as academic culture, adherence to educational principles, and psychological characteristics. Key strategies for its implementation include the formulation and clarification of university goals and missions, human resource organization, research-based training, and the attraction, support, and active participation of stakeholders. These strategies yield psychological, social, educational, cultural, and economic outcomes. In conclusion, higher education within Iran’s ecosystem requires policies that balance, integrate, and mutually reinforce education and research in a systemic approach. Creative, capable, and socially efficient individuals are developed within an academic culture where education and research function as synchronized wings, propelling the university forward. Achieving this coordination and alignment between education and research necessitates coherence and integration among universities, society, and governance systems.

This research was conducted to analyze the factors affecting the mathematical literacy of the 9th grade students. The data were collected with a qualitative approach and the use of semi-structured interviews. The research participants were among the 9th grade students of Isfahan city, who were selected using a purposeful approach and criteria-based sampling. In this research, theoretical saturation was achieved with 15 students. The qualitative data obtained from the interviews were analyzed using the process of open, axial and selective coding. To ensure the quality of the research and validation of the findings, several strategies were used such as continuous interaction with the participants as well as assessment, review and verification of the data by experts. Based on the viewpoint of ninth grade students, the identified categories and subcategories were classified into two general categories of external and internal factors. The internal factors including the subcategories of learning mathematics, math study, motivation, metacognition, problem solving skills and beliefs were classified and the subcategories of society, educational environment and family were placed under the external factors affecting the mathematical literacy of the 9th grade students. Finally, as a general finding of the research, the conceptual model of factors affecting students' mathematical literacy was formulated and presented.

The aim of this research is to examine and analyze the experiences of teaching the course on research methods, thesis writing, and advanced article writing in the doctoral program of educational management at Islamic Azad University, Kermanshah branch. This study was conducted using a narrative self-reflective method and is categorized as a qualitative and phenomenological research, falling under ethnographic studies. The data sources for this research include lived experiences, memories, efforts, and the author's teaching background in research methods and article writing, organized in a narrative format. The qualitative participants consist of faculty members from Islamic Azad University, Kermanshah branch, who have years of experience teaching this course. The data analysis method in this study involves qualitative content analysis of the data collected through self-narration. The data analysis was carried out in stages, where the data were first coded and then classified to identify common patterns and key themes. This process allowed the researcher to extract profound and meaningful experiences, leading to a better understanding of the impact of teaching methods on student learning. The findings of the research indicated that teaching the courses on research methods, thesis writing, and advanced article writing in a practical and applied manner has significant advantages. These advantages include improved knowledge, insights, and skills of doctoral students, as well as the creation of positive and constructive interactions between students and professors. Furthermore, the findings suggest that this teaching approach can effectively address existing limitations in education and enhance teaching quality. The research points to challenges such as the need for more time for teaching and learning activities, which may increase the workload of professors and students. Strengthening a culture of teamwork and research in academic environments is essential to enhance motivation and enthusiasm for collaborative projects. It is also recommended that professors and faculty members in master's and doctoral programs utilize practical teaching methods and organize workshops to improve teaching and learning quality.

The present study was conducted with the aim of qualitatively identifying and explaining the factors affecting the resilience of divorced women who have also accepted custody of their children. The research community included all women under the support of welfare centers and aid committee of Firuzabad city in 1400. Using the purposeful sampling method, the sampling was continued until saturation (10 resilient divorced women). The research was conducted qualitatively using a phenomenological approach. Using a semi-structured interview, information related to the sample was collected, and after analyzing the content of the interviews and their final coding using thematic analysis method, three main indicators were extracted in resilient divorced women: 1- individual factors, 2- supportive factors, and 3- factors The presence of a child. The results showed that individual factors include cognitive self-regulation, behavioral self-regulation, spiritual-religious strategies and personality traits. Supporting factors include family support and social support, and the last core category, which is the presence of children, includes themes such as creating meaning in the presence of children and focusing on the role of parents, which are considered to be effective factors in the resilience of divorced women with the presence of children. The present research helps to understand the experience of resilience of divorced women and guardians of children and also to design specific interventions to facilitate their resilience

The purpose of this research is to present a new paradigm for the success of schools through the development of family-school partnership.

The research approach is interpretive and qualitative, following the framework proposed by Edmonds & Kennedy (2017), utilizing a descriptive narrative strategy. The research was conducted in Kurdistan province, with potential participants including principals from primary, middle, and high schools in Sanandaj. Ultimately, 15 principals were purposefully selected (heterogeneous sampling) and invited to participate using an episodic interview protocol. The collected data were coded and analyzed using the thematic network method.

The findings regarding the first question revealed that the aspect of parenting (such as supervisory and supportive actions) represented the most common experience among principals, while community cooperation (acting as school ambassadors) was the least experienced. In addressing the second question, principals followed a hierarchical approach. They first believed that open-mindedness is crucial for school principals to listen to others' perspectives and engage in self-criticism. Subsequent steps included fostering an inclusive culture for all students to promote collective care and a peaceful environment, community-centered leadership to build mutual trust with parents and community members, and ultimately, creating a scholarly community to transform community members into drivers of learning, which are key strategies for enhancing family-school participation.

Paying attention to the different methods of interaction between the school and other institutions, especially the family, can provide different fields for the academic progress of students.

This research was conducted with the aim of analyzing the necessary competencies of integrating information and communication technology with instructional program in the context of virtual education.

This study was conducted with a qualitative approach and the participation of 15 experts in the field of educational technologies through semi-structured interviews and snowball sampling. Data analysis was done by manual coding using thematic analysis method with inductive approach and Atride-Sterling model. Authenticity verification was done by using strategies such as implementing a systematic process of data recording, increasing the number and variety of interviewees, frequent revision of data, control by members and external researchers; And reliability was measured through retest reliability and reliability between two coders manually, and after the completion of coding, the results of these two coders were compared with each other and the Holsti method was used.

The results of the theme analysis indicated that a total of 79 open codes or basic themes were extracted from 15 interviews, which were reduced to 37 themes after removing duplicates, and these 37 themes were in the form of 11 main organizing themes of individual competence. Teacher, teacher's social competence, teacher's professional ethics, content mastery, familiarity with technology and technical skills, knowledge and principles of technology use, information transfer in virtual education, use of technology in education, classroom management in digital space, attention to psychological characteristics Students are involved in the evaluation and integration of technology with the curriculum in the evaluation and 4 comprehensive themes of the teacher's personal and professional competencies, the teacher's scientific and technical competencies, the ability to teach and evaluate, and educational evaluation.

Conclusions and suggestions: 

In this regard, it can be concluded that for the integration of information and communication technology with the curriculum and education in the context of virtual education, there are competencies that teachers, having these competencies, can best integrate these technologies with Curriculum and educational programs are successful.

Innovation and originality: 

The examination of the essential competencies of integrating information and communication technology with the curriculum and education in the context of virtual education is comprehensively considered

This article examines the unforeseen impacts of artificial intelligence within academic settings, analyzing the complex issues arising from its growing and thought-provoking presence at both micro (classroom) and macro (higher education planning and policy) levels.

The approach of this study is qualitative, utilizing an autobiographical method that moves beyond surface-level reporting toward interpretative phenomenology. Autobiography, with its focus on the researcher’s personal experience (unexpected encounter with AI in the classroom), enables a more precise analysis of this experience.

The findings indicate that students lack sufficient familiarity with the ethical dimensions of AI use. Lesson plans do not address AI, and there is no specific program for evaluating student assignments using this technology. Additionally, higher-level educational policies have not been updated to accommodate the infiltration and expansion of AI within curricula, and many of these policies remain limited in scope. Given the current situation, inequalities stemming from the use of this technology are on the rise.

Conclusions and suggestions: 

This study addresses the lack of awareness regarding the applications and ethical dimensions of artificial intelligence, as well as the absence of educational infrastructure and up-to-date curricula related to this field within universities. In this regard, it is recommended that universities revise their curricula and develop appropriate educational resources for both instructors and students. Additionally, essential improvements to infrastructure and policies should be prioritized to optimize the effective utilization of this technology.

Innovation and originality: 

This article, employing a novel approach, seeks to bridge the gap between classroom settings and the fields of educational policy and planning. The innovation of this study aims to raise awareness among policymakers about the rapid spread of artificial intelligence across the country and encourages them to adopt proactive and forward-thinking policies in this regard.

Students will benefit from digital world and minimize its threats if they are equipped with digital competency. Digital competency is a loose concept and its meanings vary based on different users. The utilization of poorly defined concepts in the field of general education will result in questionable of the usage. This research aimed to identify the dimensions and sub-dimensions of this concept in general education students. It was conducted with a qualitative approach and multiple case study method. Six internationally recognized frameworks related to the competencies of students in the field of technology were selected and analyzed. The findings showed that a digitally competent student demonstrates five dimensions: managing access to digital content, information, and knowledge; interactive use of knowledge, information, and technology; producing digital content; Improving the health and safety of oneself and others in the digital world; and a critical engagement with the digital world.

This qualitative study aimed to identify teachers' career plateau indicators, components, and dimensions to provide a conceptual framework and develop theoretical foundations. It was a qualitative research with the phenomenological design. Data was collected by semi-structured interview with 25 teachers, principals and heads of education, who were selected through purposive sampling. Data collection was continued with the snowball method up to the theoretical saturation. They were analyzed by inductive content analysis at three open, axial, and selective levels. Validity of the findings was confirmed by the member check method and its reliability was calculated by the agreement between two coders (81.92%). Three dimensions were identified for indicators of career plateau among teachers, including the weakness in the psycho-physical, job skills, and organizational behavior. Weakness in the psycho-physical dimension included the components of low desire and motivation towards the work activities, negative attitude towards the job and job-organizational conditions, projection, and weakness in the mental and physical health. Weakness in the dimension of job skills including the components of less attention to the job growth and development, weakness in the teaching planning and design, negative impact on the students' academic performance, reduction in the work efficiency and quality, lack of creativity in the work, and inappropriate interaction with the parents, teachers and students. Finally, the weakness in the organizational dimension of behavior included the components of less flexibility in facing the organizational job changes, developing a negative atmosphere in the work environment and encouraging the anti-organizational behaviors, passive presence in the work environment, anti-organizational citizenship behaviors, isolationist behaviors, and reducing the occupational and organizational commitment.

This study aimed to qualitatively analyze the impact of descriptive feedback on the learning motivation of elementary school students. The objective was to explore how descriptive feedback influences students' confidence, interest in learning, academic performance, and social interactions, as well as to identify the challenges teachers face in implementing this feedback effectively. A qualitative research design was employed, utilizing semi-structured interviews to gather data from 19 participants, including teachers and students from elementary schools in Tehran. Participants were selected through purposive sampling, and the number of interviews was determined by theoretical saturation. The data collected were analyzed using qualitative content analysis to identify core themes and categories related to the influence of descriptive feedback. The analysis revealed that descriptive feedback significantly enhances students' learning motivation by boosting their confidence, increasing their interest in learning, improving academic performance, and fostering better social interactions. However, challenges such as limited time for providing detailed feedback and insufficient teacher training were identified as barriers to the effective implementation of descriptive feedback. Descriptive feedback is a powerful tool in enhancing the learning motivation of elementary students. It positively impacts students' confidence, academic performance, and social skills. However, for descriptive feedback to be most effective, teachers require adequate training and sufficient time to provide detailed and meaningful feedback. Addressing these challenges can further optimize the benefits of descriptive feedback in the educational process.

Deep and meaningful learning of learners in educational environments is influenced by various factors, each of which can somehow affect the improvement of learners' learning. In this regard, considering the principles and views of constructivist theories, especially social constructivism, which has attracted the most attention among constructivist theories, it is necessary to have a social to the learning process and learning environments and organized learning environments in a way that allows learners to actively interact and participate. On the other hand, many factors have led to the socialization of learning in our schools, especially in theoretical subjects such as the experimental sciences. In this regard, the purpose of this study was to design a model of social constructivist learning environment in the experimental sciences.

Qualitative research approach with use of grounded theory research method is utilised. The target group consisted of all prominent professors who have mastered the constructivist approach and teachers of experimental sciences selected from the best teaching models in the academic year 1397-98 in the country, who were selected using theoretical purposive sampling. Using semi-structured interviews, 13 interviews were conducted with professors and teachers in the field of social constructivism and theoretical saturation was obtained.

Data were analyzed by "coding" and "categorization" in three levels of open, axial and selective coding. Also, to determine the validity of the data, the "Triangulation". Overall, the findings confirmed the six dimensions of the grounded theory. The results showed that the "central phenomenon" of the research is "social constructivism as a model of socialization of learning". Also, the most important "causal conditions" included: active student participation, designing a student-centered learning environment, laying the groundwork for student-centered learning, continuity of teaching and experience, and interactive learning. in addition, "contextual conditions " include: Teacher professional development, removal of structural, administrative and physical barriers, and "intervening conditions" including mechanical and quantitative education systems, teacher quality, Learners quality and family quality. "Strategies" also included: social interaction in learning, emphasis on question and research, the art of motivating, Self-directing learners in learning, and the fit between content, place, and time of instruction. Finally, "outcomes" showed positive effects on learning and knowledge, increasing motivation and confidence in the learning environment, strengthening high-level abilities and skills, improving the quality of social life and changing learners' attitudes.

In general, the model of education based on social constructivism is a systematic, indigenous and practical way to identify important elements in the socialization of learners' learning that should be considered by teachers, school principals and educational policy makers in general, because in this case we can consider Causal factors affecting the socialization of learning with regard to contextual and interventionist conditions by applying appropriate strategies paved the way for the formation of desirable educational outcomes for learners.

This study aimed to explore the role of extracurricular education in the development of job skills among university students. It focused on understanding how participation in extracurricular activities impacts various professional and personal skills necessary for career success. The research was conducted using a qualitative approach, involving semi-structured interviews with 29 students from various universities in Tehran. Participants were selected purposefully to ensure diversity in their experiences with extracurricular activities. The data were analyzed using thematic analysis, where axial codes were identified and grouped into main themes to understand the impact of extracurricular activities on skill development. The study identified several key themes related to skill development through extracurricular activities. These included the enhancement of communication skills, time management, teamwork, problem-solving, leadership, and technical skills. Participants reported significant improvements in these areas due to their involvement in extracurricular programs. Additionally, the study highlighted the role of these activities in increasing students' professional networking opportunities and cultural competencies. The findings align with previous research indicating the positive impact of extracurricular involvement on employability and personal development. The results of this study underscore the importance of extracurricular education in preparing students for the workforce. Participation in these activities not only enhances specific job-related skills but also contributes to broader personal and professional development. Universities and educational institutions should therefore prioritize and promote extracurricular programs to equip students with the necessary competencies for career success. Future research should further explore the long-term impact of these activities on career outcomes across diverse educational settings.

The objective of this study was to qualitatively analyze the impact of soft skills training on the academic success of university students. This qualitative research was conducted using semi-structured interviews with 24 university students from Tehran. Participants were selected through purposive sampling to ensure a diverse representation. Data collection continued until theoretical saturation was achieved. The interviews were transcribed verbatim, and data were analyzed using thematic analysis to identify open, axial, and selective codes that represent the core themes related to the impact of soft skills training. The study identified several key themes that highlight the influence of soft skills on academic success. These include improved communication skills, enhanced self-awareness, better time management, and increased critical thinking abilities. The findings revealed that students who participated in soft skills training experienced higher motivation, reduced stress, and improved relationships with peers and faculty, all of which contributed to their academic success. The analysis also showed that these skills help in better problem-solving, effective decision-making, and overall academic resilience. Soft skills training plays a crucial role in enhancing students' academic performance by equipping them with essential non-technical skills that improve their ability to navigate academic challenges. The results underscore the importance of integrating soft skills development into higher education curricula to foster holistic student development and better prepare them for future professional success.

This study aims to explore the qualitative impact of continuous assessments on the academic self-confidence of high school students in Tehran. A qualitative research design was employed, utilizing semi-structured interviews to gather in-depth insights from 23 high school students in Tehran. Participants were selected using purposive sampling to ensure they had substantial experience with continuous assessments. Data were collected until theoretical saturation was reached, ensuring comprehensive coverage of student experiences. The interviews were transcribed and analyzed using inductive content analysis, with initial codes grouped into axial codes and themes to identify the main findings. The analysis revealed five primary themes: positive impacts of continuous assessments, negative impacts, the role of teachers, the sense of academic success, and challenges associated with continuous assessments. Positive impacts included increased motivation and skill development, while negative impacts encompassed stress and decreased self-confidence. The role of teachers in providing meaningful feedback was crucial in boosting students' confidence. However, challenges such as time constraints and workload were identified as factors that could undermine students' self-efficacy. Continuous assessments can significantly influence students' academic self-confidence, with both positive and negative outcomes. While these assessments can enhance motivation and learning when implemented effectively, they may also lead to stress and reduced confidence if not carefully managed. Teachers play a critical role in mitigating the negative effects by offering constructive feedback and support. This study highlights the need for balanced assessment practices that consider individual student needs and psychological well-being.

This study aimed to explore the qualitative effects of storytelling-based education on enhancing the creativity of students. The objective was to understand how this pedagogical approach influences various aspects of creativity, including imaginative thinking, critical thinking, social participation, and self-confidence among students. A qualitative research design was employed, utilizing semi-structured interviews to collect data. The study was conducted in Tehran with 21 student participants selected through purposive sampling until theoretical saturation was achieved. Data analysis was performed using content analysis, which involved open, axial, and selective coding to identify key themes and patterns related to the impact of storytelling-based education on creativity. The analysis revealed that storytelling-based education positively influenced students' creativity by enhancing their imaginative thinking, critical thinking, social skills, and self-confidence. Key axial codes included improved problem-solving abilities, increased class participation, and development of artistic creativity. Thematic analysis further categorized these impacts under broader themes, such as cognitive skills development, social skills enhancement, and emotional growth. The results aligned with previous studies indicating the effectiveness of storytelling as an educational tool in fostering creativity and related skills. The study concluded that storytelling-based education is a powerful method for fostering creativity in students. It not only enhances their cognitive and artistic abilities but also improves their social and emotional skills. The findings suggest that incorporating storytelling into educational curricula could significantly benefit student development. Future research is recommended to explore the long-term effects of this approach and its application across diverse educational contexts.

Teachers' academic optimism culture facilitates a collaborative atmosphere, school health, students' academic success, and school effectiveness. The purpose of this study was to identify the factors that promote the development of teachers' academic optimism culture in Tehran schools in the academic year 2022-2023. This study was conducted with a qualitative approach of the phenomenological type. The sample size consisted of three international theorists and twenty-one internal experts in the field of education who were purposefully selected and semi-structured interviews were conducted with them. The necessary data were collected based on theoretical saturation. For the purpose of data analysis, NVivo10 software was used with the use of coding (open, axial, and selective). The findings of this study indicate that seventeen factors play the most important role in the growth and development of teachers' academic optimism culture in schools. These factors are ranked in order of priority as follows: "Quality of teachers' lives", "Teacher empowerment", "Motivational characteristics", "Empowering structure", "Personality characteristics", "Supervision and guidance", "Constructive interactions", "Awareness-raising", "Professional ethics characteristics", "Quality of educational and developmental activities", "Constructive feedback", "Quality of the educational environment", "Psychological and occupational security", "Quality of the curriculum", "Educational policies", "Meritocracy", and "Organizational justice". In the end, the identified seventeen factors can be a guiding charter for the country's educational planners and policy makers. On the other hand, teachers' academic optimism culture in schools develops when the mentioned factors are considered in a coordinated manner.

The importance of regulating emotions by the teacher in the face of misbehavior observed in the classroom has been widely accepted. However, there was a lack of studies on why and how emotions are regulated by teachers in Iran. Therefore, this research was carried out in a qualitative way with the approach of lived experience with the aim of extracting the strategies of regulating the teacher's emotions against students' misbehavior in a sample of 16 teachers of Zanjan province. After making the necessary arrangements, the participants were interviewed in person and virtually. The participants were 16 secondary school teachers with an average of 10 years of teaching experience, with an age range of 24 to 40 (with an average age of 34 years) and with a bachelor's degree (9 cases), a master's degree (6 cases), and a doctorate (1 case). Purposive sampling method was used to select the participants. To collect the required data, a semi-structured individual interview was used until reaching theoretical saturation, and the obtained information was analyzed using content analysis. Colaizzi's seven-step method (1978) was used to analyze the content of the interviews. This model consists of seven steps, step 1) reading carefully all descriptions and important findings from the participants, step 2) extracting important and meaningful phrases related to the target topic, 3) understanding the extracted important phrases, step 4) sorting the descriptions of the participants, 5) turning all the inferred opinions into comprehensive and complete descriptions, step 6) turning the complete descriptions of the phenomenon into a real summary and useful description and 7) final validation. The interview questions were arranged around the teachers' emotion regulation strategies against students' misbehavior. Simultaneously with data collection, their analysis began; In this way, each interview was read several times, then the texts related to the lived experience of each person were placed in one text to form the analysis unit. Then the meaningful units of the overall text were determined and the summarized meaningful units were extracted from them. Finally, analytical codes were extracted from them. The obtained codes were carefully studied and based on the similarities and differences between them, subcategories and then general categories were formed. By theoretical analysis based on conceptual similarities, the general categories within the topics were extracted. In this way, the general text of the interview was arranged in a classified manner from the topics to the meaningful units. To ensure the internal and external validity of the research results, the four criteria recommended by Goba and Lincoln were evaluated. The reliability level was obtained by Krippendorf's alpha method of 0.77. After implementing a total of 8:25 hours of interviews, the results were categorized into two categories of students' classroom misbehavior and teachers' emotion regulation strategies against these behaviors. Five sub-themes for students' classroom misbehavior and two sub-categories of positive and negative strategies were extracted. Class misbehavior is the disturbing things in the educational atmosphere of the class, which causes the emotional and behavioral reaction of the teacher in front of them. The findings of this research showed that teachers used positive emotion regulation strategies to regulate their emotions, including: situation correction, re-evaluation, and response modulation or adjustment, and negative emotion regulation strategies, including: suppression, rumination, and catastrophic perception, against misbehavior. Among them: uncooperative behaviors, neglecting lessons, verbal and physical aggression towards classmates, verbal and physical aggression towards the teacher, excessive joking and mocking each other in the class and cheating in the exam. Adaptive strategies include strategies that have appropriate psychological and behavioral consequences. These strategies are also known as positive strategies in psychology. One of these strategies is the strategy of correcting the situation. According to teachers, this strategy was an attempt to correct the situation in order to change its emotional impact, which refers to changing the physical and external environment of the person. Another strategy was the re-evaluation strategy, which the teachers described as an example of cognitive change and interpreting the meaning of an event in order to change its emotional impact. For example, it may involve interpreting an event by broadening one's perspective to see the "bigger picture." According to the interviews, it was found that reappraisal effectively reduces the physiological, mental and neurological emotional response. Modulation or adjustment of the response based on which teachers have been able to control their anger when observing students' misbehavior, by taking a deep breath or walking in the classroom or drinking a glass of water, and at that moment their feelings in a positive way. show more In fact, as it was found, this strategy includes trying to directly affect the experimental, behavioral and physiological response systems. Incompatible or negative strategies include strategies that do not have appropriate psychological and behavioral consequences and are often challenging. According to the conducted interviews, repression was the most frequent strategy used in the classroom. According to the teachers, this strategy is an example of establishing attention, which includes trying to direct one's attention from specific thoughts and mental images to other content in order to improve one's emotional state. The rumination strategy is another negative strategy because this strategy aggravated the emotional distress of teachers. According to them, the occurrence of unfortunate situations and misbehavior of students causes intellectual preoccupation around various aspects of the event and the feelings and thoughts created due to unfortunate situations are constantly reviewed by the teacher. The negative strategy of catastrophic perception refers to the situation where the teachers perceived and expressed the created conditions as more severe and terrible than the reality of that event. These strategies are used against student misbehavior. Misbehavior including uncooperative behaviors include moving in class, not attending regularly, talkativeness, without permission to speak, using inappropriate words in class regardless of the presence of the teacher, grumbling about the lesson and insisting on finishing the class early. Such behaviors slow down the learning process. In the conducted interviews, uncooperative behaviors were the most frequent and were reported in various forms in different situations. According to the teachers, neglecting the lesson as the second most frequent misbehavior, mostly included not finishing and not doing the homework, not following the learning materials in the class. The learning process cannot be done without the necessary attention and concentration. In the interviews conducted, aggression was mentioned as the third type of misbehavior towards classmates and teachers; Of course, there was more aggression towards classmates. Other misbehavior included teasing and joking, according to the teachers, which disrupted the learning process and class order. The last case was the misbehavior of cheating, which was considered a social violation and a disciplinary problem according to the teachers, and includes cheating in the exam, cheating in exercises and homework, and group coordination for cheating. This research presented results about the most common emotion regulation strategies in teachers, which can be used to intervene in teachers' professional development programs and planning and decision-making in the field of ways to prevent and deal with all kinds of misbehavior.