Thesis:

Title : Identifying the challenges of managing cultural diversity in the classroom (Case study: Elementary school teachers in Sabzevar city(

This research was conducted with the aim of investigating the management of cultural diversity in the classroom (case study: elementary school teachers in Sabzevar city). The present study was conducted with the aim of investigating the management of cultural diversity in the classroom (case study: elementary school teachers in Sabzevar city). In terms of its applied purpose and considering that the present study relies more on describing the experiences of experts in managing cultural diversity by teachers in the education process, a qualitative method with a phenomenological approach was used. The statistical population included elementary school teachers in Sabzevar city. Given the qualitative nature of the research, a purposive sampling method was used. In this regard, 31 people agreed to cooperate and were interviewed. The main data collection tool is semi-structured and in-depth interviews. In addition to the interviews, field notes were also used to record observations during the interviews (including body language and tone of voice of the participants) to increase the richness of the qualitative data. The interviews were conducted in a relaxed environment, preferably in the workplace or an environment where the teacher felt safe and comfortable. The duration of each interview was between 45 and 75 minutes. The seven-step method of Claise (1978) was used to analyze the data. In the present study, the interviews were first implemented and repeatedly re-read. Then, subcategories were identified and labeled. After that, the categories were organized and clustered. Finally, the data obtained were used with greater confidence in the analyses by MaxQD software and conclusions. The results showed that the management of cultural diversity in elementary schools is a transition from a “traditional monophonic and assimilating view” to a “culturally responsive education model. This model shows that success in a multicultural classroom depends on establishing a balance between three pillars: immediate containment of behavioral challenges at the micro level (by establishing anti-mockery rules). Redesigning the teaching process at the intermediate level (through collaborative learning and dialogue), and compensating for structural deficiencies at the macro level (through professional teacher reflection and dynamic communication with parents). Therefore, managing cultural diversity is not a side task, but the beating heart of contemporary classroom management and the cornerstone of achieving social and educational justice in primary education.

Keywords: Keywords: Management, cultural diversity, classroom, primary school teachers in Sabzevar city.