Analyzing teachers' lived experiences of students'stubbornness-disobedience phenomenon:a phenomenological study

Stubborn-disobedient students start quarrels and argue with their parents and act in a spiteful manner. The aim of the current research is to analyze the teachers' lived experiences of the phenomenon of students' stubbornness and disobedience.

The research method was based on qualitative approach and phenomenological method. The statistical population of the research included teachers with teaching experience in exceptional schools. 8 teachers were selected for the interview with available sampling method. A semi-structured interview was used to collect data and continued until data saturation, and after recording, the interviews were converted into text and the main and secondary themes were extracted. Collaizi method was used to analyze the data.

The three main components are antecedents (problems in interacting with the teacher, arguments with classmates, hunger, the degree of difficulty of the task and disinterest in the content of the class), consequences (academic failure, rejection, anger and aggression, and problems in interpersonal relationships) and controllers (Computer games, punishment, using token and reward, playing, watching movies and theater, reading stories, sand play and discipline program) were very important findings of this study.

Stubbornness-disobedience has a significant impact on the lack of academic progress and the occurrence of communication problems in the classroom, and therefore they should be examined, diagnosed and intervened in a timely and appropriate manner.