Assistant Professor of Organizational Behavior Management, Faculty of Literature and Humanities, University of Birjand, Birjand. Iran
10.22098/ael.2022.10976.1108
Abstract
Students’ incivilities can adversely affect the lecturer-student relationship, hinder the learning-teaching process, and create tension between them. The present study aimed to examine students’ incivilities against lecturers. In this phenomenological study used semi-structured interviews with faculty members of Ferdowsi University of Mashhad with a minimum academic rank of associate professor and more than 10 years of work experience. The purposive sampling method was applied until data saturation was reached. Data was analyzed through Colaizzi's method of phenomenological analysis. Lecturers mentioned various behaviors as incivility, including unpunctuality, absenteeism, use of cellphones during class sessions, disrespect for lecturers, classroom irregularities, and lack of engagement in class activities. The reasons for such behaviors were classified under the following categories: lecturers, students, the university, students' family, and the society. Due to adverse consequences of such behaviors, measures should be taken to decrease the incidence of such behaviors among the students so as to create a desirable learning-teaching milieu.
pour, S. (2022). Lecturers’lived Experience of College Student’ Incivility in Ferdowsi University of Mashhad. Applied Educational Leadership, 3(4), 63-78. doi: 10.22098/ael.2022.10976.1108
MLA
samira pour. "Lecturers’lived Experience of College Student’ Incivility in Ferdowsi University of Mashhad". Applied Educational Leadership, 3, 4, 2022, 63-78. doi: 10.22098/ael.2022.10976.1108
HARVARD
pour, S. (2022). 'Lecturers’lived Experience of College Student’ Incivility in Ferdowsi University of Mashhad', Applied Educational Leadership, 3(4), pp. 63-78. doi: 10.22098/ael.2022.10976.1108
VANCOUVER
pour, S. Lecturers’lived Experience of College Student’ Incivility in Ferdowsi University of Mashhad. Applied Educational Leadership, 2022; 3(4): 63-78. doi: 10.22098/ael.2022.10976.1108
)