Phenomenological analysis of teachers' lived experiences of educational challenges in nomadic primary schools

Nomadic life is fraught with complexities for the nomadic teacherswho have experienced it themselves, and if the teachers who enter it do not have enough knowledge,they will not be able to provide useful services to the people who deserve the best. The aim of thepresent study is to investigate teachers' experiences and perceptions of educational challenges andlimitations in nomadic primary schools.

To understand the lived experience of teachers, descriptive phenomenological methodsof qualitative research approaches have been used. Samples were selected from teachers who hadserved in tribal schools for more than three years. 15 teachers with the mentioned characteristicswere found. Data were collected and then written through semi-structured interviews and targetedobservations. The text analysis of the interviews was done manually using a clerical model. Thereliability of the findings was obtained through repeated inquiries and review by reviewersparticipants and informants.

Based on the research findings, the experiences of these teachers can be categorized intothree sections: ecological challenges, motivational challenges and curriculum challenges. It includedecological challenges, early marriage, frequent absences, insistence on punishment, and restrictionof primary education, bilingualism, and student labor. Motivational challenges include academicinterest, school as a place to have fun, drop out of school, and limit learning to school. The challengesof the curriculum included descriptive assessment, a centralized curriculum, educational facilities,and time.

The findings showed that the teachers studied experienced different limitations fromteaching in nomadic schools and faced a number of challenges in the teaching process as a whole.