Representation of teachers' lived experience of learning difficulties in primary schools: A phenomenological study

The first 5 years experience in school has an important role in children’s improvement and success drives, self- concept, mental health and proper performance. The first step to improve learning is identifying learning difficulties. The aim of this study was analyzing the lived experience of primary school teachers to represent the students' learning problems. Sampling has been purpose-based and after deep and semi structured interviews with 12 teachers, saturation was achieved. Data analysis was done via 7- stage strategy of Colaizzi and after referring results to the participants, the reliability was obtained. Deep analysis of data was resulted in extracting 2 main concepts of primary school students' learning problems and difficulties, including:  difficulties related to the teachers and descriptive evaluation, factors and 11 sub concepts. The results reveal the existence of some deep and wide problems in learning arena so that they can get the development and safety of education system face serious challenges.