A Phenomenological Approach to Teachers’ Perceptions of Children's Resilience in Tehran: A Qualitative Study

The purpose of this research was to apply a phenomenological approach to teachers’ perceptions of the performance of Tehran's children. This interpretive and phenomenological method was employed in the field of public-school study for females at the 17 Shahrivar school, located in the District 13 of Tehran in 2020, for the purpose of this study. The teachers’ field of study in Tehran’s District 13, from which 20 persons were randomly selected. Using the Colleizi method, a review of notes is set up to analyze review interviews. In this study, there are nine themes and forty-four subthemes titled emotion regulation, learning skills, family, child’s nature, environmental factor, intellectual maturity disorder, communication skill training, and playing, and 44 sub-themes. The research findings addressed the perceptions and perceptions of teachers regarding the concept of resilience in children, the main factors and components of creating resilience in children, the reasons for the lack of resilience in children, the effects and consequences of the lack of resilience in children, and finally the most effective methods for enhancing resilience in children. In light of the present research, it is suggested that parent training programs should also aim to modify educational strategies and behavior patterns and enhance relationships in the structure of equations and connections. Given that environmental and interpersonal conditions play a significant role in children’s lack of resilience and that this study was conducted on a specific statistical population, it is recommended that future research include children of divorce or children with addicted parents.