Representing the lived experiences of teachers in improving the academic motivation of elementary school students in the e-learning environment

With the spread of the corona virus, the closure of schools and the need to continue education, teachers are forced to provide education on an electronic platform. Among these, one of the basic challenges is how to maintain and improve the motivation level of students. This research seeks to identify the lived experiences of teachers in the field of improving the academic motivation of elementary school students in the e-learning environment. This article is done with the phenomenological (interpretive) method. Participants in this study include all elementary school teachers who had experience of teaching in electronic context in the academic year 2020-2021, and 14 of them were selected using a purposive sampling method. To collect data, a semi-structured virtual interview was used. The analysis of the interviews was done using the Collaizi’s strategy. Finally, 5 main categories and 19 sub-categories were extracted. The findings showed that the effective strategies of teachers to strengthen the motivation of students in the e-learning environment include improving educational components, paying attention to the emotional-psychological characteristics of students, and developing social skills, highlighting scientific education and eventually strengthening aesthetic capacities. The results show that the improvement of educational components had the greatest contribution and the attention to aesthetic dimensions had the least contribution in the set of teachers' motivational strategies. Therefore, to achieve successful results and improve students' learning, it is necessary to use all-round motivators, taking into account the special requirements of the new learning environment and the capacities that can advance students.