Experiences of Experienced Teachers Regarding Teaching and Classroom Management in Kurdistan Province Schools and Their Implications for Persian Language and Literature Education

Background and Objectives:Teachers’ professional experience is an important source of practical knowledge about teaching, classroom management, communication with students, assessment, and responding to diverse educational situations. Much of this knowledge develops through teachers’ engagement with real classroom situations and remains embedded in everyday practice rather than being systematically documented. Therefore, transferring the experience of experienced teachers to novice teachers requires more than presenting general recommendations or fixed teaching methods; it requires identifying the principles underlying teachers’ professional decisions in different educational situations. This issue is particularly important in schools where differences in students, educational resources, school conditions, and family and cultural contexts affect teachers’ decisions. Although previous studies have addressed teachers’ practical knowledge, classroom management, professional learning, and effective teaching, there is a need to examine these dimensions together through teachers’ lived professional experiences. The present study therefore aimed to analyze the experiences of experienced teachers in Kurdistan Province concerning teaching and classroom management, identify the main components of their professional experience, and examine the implications of these experiences for Persian language and literature education.
Methodology:The study employed a qualitative approach using thematic analysis. The research field consisted of schools in Kurdistan Province. Eleven experienced teachers were selected purposively. Participants varied in terms of years of service, educational level, and field of specialization. Some had experience in elementary education, while others had backgrounds in Persian language and literature, physics, counseling, geography, and educational management. To maintain confidentiality, participants were identified by codes from 01M to 11M. Data were collected through semi-structured interviews. The interviews addressed participants’ experiences of teaching, classroom management, individual differences, teacher–student relationships, assessment, homework, educational technology, school conditions, educational problems, and professional recommendations for novice teachers. The questions focused on actual professional experiences rather than general definitions of effective teaching. Data analysis involved repeated reading of the interviews, identification of meaning units, initial coding, grouping related codes, development of themes, review of emerging themes, and final interpretation. The study involved no intervention or statistical analysis. The credibility of the analysis was strengthened through attention to the relevance and richness of the information, transparency of the analytical process, coherence between data and interpretation, and traceability of participants’ statements.
Findings: Analysis of the interviews resulted in eight main themes: flexible and active teaching; professional and empathetic relationships; proactive and non-violent classroom management; lesson design, assessment, and assignments; professional learning and experience transfer; purposeful use of technology; educational context and resources; and professional identity and the meaning of teaching.The first theme showed that experienced teachers adapt their teaching methods to the classroom, subject matter, and individual differences among students. They emphasized participation, questioning, varied activities, and changing the pace or form of explanation when necessary. The second theme indicated the importance of respectful and appropriate communication, knowledge of students, and cooperation with families and colleagues while maintaining professional boundaries.The third theme reflected a preventive approach to classroom management. Participants emphasized communication, participation, relationship-building, and correction of behavior rather than reliance on punitive responses. The fourth theme demonstrated that lesson planning, continuous assessment, feedback, and purposeful homework are interconnected components of teaching. Assessment was viewed as a means of understanding students’ learning and modifying instruction.The fifth theme emphasized continuous professional learning, updating knowledge, learning from experienced colleagues, and transferring practical experience to novice teachers. The sixth theme concerned purposeful use of technology as an educational resource that should support learning without replacing direct teacher–student interaction. The seventh theme showed that rural schools, multi-grade classrooms, limited resources, student numbers, and family and cultural conditions influence teachers’ professional decisions. Finally, the eighth theme emphasized interest in teaching, commitment, ethical conduct, responsibility, continuous learning, and the teacher’s role as a professional model.Overall, the findings indicated that teaching effectiveness depends less on adherence to a fixed teaching method and more on the alignment among teaching method, subject matter, learner characteristics, school conditions, and the teacher’s ability to establish appropriate professional relationships.
Discussion and Conclusion: The findings indicate that the professional knowledge of experienced teachers is a situated form of knowledge developed through continuous interaction with students, subject matter, assessment, relationships, technology, and educational context. Consequently, professional experience should not be transferred simply as a set of predetermined techniques. Its educational value lies in understanding how teachers interpret classroom situations, make decisions, and adapt their practices to changing conditions. For Persian language and literature education, the findings emphasize the importance of flexible and active teaching, attention to individual differences, opportunities for discussion and interpretation, formative assessment, purposeful feedback, and appropriate use of educational technology. They also highlight the importance of creating a respectful classroom environment in which students can participate and express their interpretations. In schools with limited resources, experienced teachers’ contextual knowledge can support the design of practical and locally appropriate learning activities. The study suggests that teacher education, practicum, mentoring, and professional development programs should use real classroom situations and experienced teachers’ decision-making processes rather than relying only on general recommendations. Such an approach can help novice teachers develop the ability to interpret educational situations and make context-sensitive professional decisions. The main limitations of the study were the limited number of participants, their diversity in specialization and experience, and the absence of direct classroom observation and systematic document analysis. Therefore, the findings should not be statistically generalized to all Persian language and literature teachers or all Iranian schools. Future research can examine these themes through classroom observation, document analysis, and comparative studies across educational contexts.