صادق احمدی

Purpose: The COVID-19 pandemic has had significant effects and outcomes on primary education. Therefore, the aim of this study was to understand teachers' experiences of the effects and outcomes of COVID-19 on the quality of education in elementary schools. Methodology: This qualitative study was phenomenological in nature. The research population consisted of elementary school teachers in Zanjan County, from which 24 were selected as samples through purposive sampling based on the principle of theoretical saturation. The samples were subjected to semi-structured interviews, the validity of which was confirmed through triangulation and the reliability was calculated as 0.88 using the intercoder agreement coefficient. Data analysis of the present study was conducted using thematic analysis in MAXQDA software. Findings: The results of this study indicated that understanding teachers' experiences of the effects and outcomes of COVID-19 on the quality of education in elementary schools consisted of 14 sub-themes under 2 main themes. The main theme of the virtualization of education included 9 sub-themes: deficiencies in facilities and infrastructure, lack of information and experience among teachers, decreased quality of learning, increased stress among families, behavioral and psychological problems of students, health and physical problems of students, economic problems, educational gaps, and the organization of psychological strengthening courses. The main theme of developing new policies and strategies in education and teaching included 5 sub-themes: a new approach to modern education, new policies in school development, new strategies in teacher training, new work procedures and goals, and the integration of technology in the workplace and life. Conclusion: According to the results of this study, it was determined that COVID-19 opened a new window for the education system to adjust and change educational policies and develop the necessary infrastructure to improve the quality of education.

Purpose: The purpose of this study was to investigate the relationship between social capital and quality of life with job satisfaction of teachers. Methodology: The present study was a descriptive correlational one in terms of purpose and method of data collection. The target population of this study was the teachers of Tehran city in 1998-99. 180 individuals were selected through multistage cluster random sampling. Data were collected using the Gannon Job Satisfaction Questionnaire (1981), Nachapithe and Guchal Social Capital Questionnaire (1998), and the World Health Organization Quality of Life Scale (1996). Findings: The results showed that social capital and quality of life had a significant positive relationship with teachers' job satisfaction. Also, structural capital, communication capital and cognitive capital and quality of life significantly predicted 48% of teachers' job satisfaction (P <0.05). Conclusion: The results of the study showed that social validity and validity, which are the major components of teachers 'social capital, determine the quality of life and will lead to teachers' job motivation and job satisfaction.