The quality of education in multi-grade classes of looping from the perspective of teachers

looping system refers to the method of keeping a teacher with his students for two consecutive years or more. This research was conducted with the aim of understanding the quality of education in multi-grade classes of looping from the teachers' point of view. In this regard, qualitative research approach of phenomenological type and descriptive method was used. The participants in the research included the teachers of distance multi-grade classes of the primary level of Qom province, using the method of targeted sampling of the lived experiences of 14 teachers in accordance with the principle of theoretical saturation; It was collected, organized and analyzed. The data collection tool was a semi-structured interview, during which an attempt was made to document the experiences of teachers of distant multi-grade classes. Cressol's five-stage coding model was used to analyze the interviews. According to the fourteen interviews conducted, eight main categories include; Students' participation, students' recognition, teacher's dignity and authority, teacher's attachment to school, saving time, development of teacher's professional skills, teacher's recognition, communication and 41 subcategories were obtained. The findings of this research can help administrators, educational planners, and teachers in adopting appropriate strategies to improve the quality of education in remote multi-grade of looping classes.