Lived Experiences of High School Teachers Regarding the Teacher Authority and its Challenges

Articles in Press

Document Type : Research Paper

Authors

1 M.A. in Philosophy of Education, Shahid Beheshti University, Tehran, Iran

2 Associate Professor faculty of Theology and Religious Studies, Shahid Beheshti University

3 Associate Professor Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.

Abstract

Social and cultural changes in recent years have confronted the status of teachers with numerous challenges. The present study was conducted with the aim of identifying the challenges and the factors influencing the decline of teacher authority in upper secondary schools. This study was carried out with a qualitative approach and by using the phenomenological method. A sample of 23 teachers who were teaching in the academic year 2024–2025 in upper secondary schools of Semnan city, Iran was selected purposefully and, and semi-structured interviews were conducted with them. The data were analyzed through thematic analysis. The data analysis led to the extraction of six main themes:(1) Decline of teacher authority: indicating the noticeable weakening of the position and influence of teachers in the educational environment.(2) Teacher-related factors: lack of scientific updating, decrease in motivation, inability to create effective communication with students, and the emergence of certain unprofessional behaviors.(3) Student-related factors: cultural and generational changes, the wide influence of virtual space, and the increasing occurrence of deviant behaviors in school.(4) Family-related factors: insufficient parental support, decreasing respect of families toward teachers, and the weakening of home–school cooperation.(5) Social factors: decline in the social status of teachers, their negative representation in the media, and the diminishing social role-modeling of teachers.(6) Structural factors: weaknesses in educational management, administrative and bureaucratic pressures, lack of facilities, and ineffectiveness of the macro-policies of the educational system. Based on the findings, the reconstruction of the teacher’s status requires comprehensive planning, coordinated policymaking, and the implementation of purposeful actions at each of these levels.

Keywords

Journal of Islamic Education

Articles in Press, Accepted Manuscript
Available Online from 18 February 2026

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