Journal of Research in Educational Systems

Abstract The purpose of this research is to analyze the lived experiences of new teachers of the challenges they face in the schools of Kurdistan province and to provide solutions to reduce these challenges. The research approach was descriptive with a critical paradigm and the phenomenological and documentary-library approach was used. The statistical population included all new elementary teachers with experience of one to five years (2017-2022) in Kurdistan province. Sampling was purposeful, and 21 new elementary school teachers were selected until saturation was reached. The data collection tool was a semi-structured in-depth interview conducted by the researcher and the data analysis was done by deductive-inductive method and with the help of Van Manen's 4 stages. The findings showed that the challenges faced by new teachers were mostly centered around education, interaction with students, multi-level classes, online education, in-service courses, and curriculum content. And naturally, there are solutions in this direction and other prominent cases such as the effective use of active teaching methods, creative solutions in the educational field, increasing study related to the job field, teaching life skills, and general solutions related to the interaction of new teachers with parents and Improving your skills in the field of content analysis and e-learning by using them, you can be effective in your career. Therefore, it can be concluded that by investing in themselves and professional development training, new teachers can strengthen the knowledge, awareness, and skills necessary to become professional teachers. It is also recommended to educational planners design and implement more suitable programs to solve the challenges of new teachers.

Abstract Organizational trauma management is a neglected public health crisis, while it seems to be a very important issue that should be properly addressed. The present study was conducted with the aim of validating the effective factors on the organizational trauma management of new teachers with the approach of artificial neural network (ANN). The present research method was quantitative in terms of strategy and descriptive-correlation in terms of technique. The statistical population of the new research was teachers of Gilan, Alborz and Tehran provinces with a population of 15,000 people. A sample of 375 people was selected from this population by multi-stage cluster sampling method. A researcher-made questionnaire (1401) was used to collect data. In order to analyze the data, artificial neural network with multilayer perceptron method (MLP) was used using SPSS25 software. The findings showed that organizational trauma management has an input layer with 21 nodes and a hidden layer with 9 nodes, which includes psychological empowerment with the greatest effect and psychological safety with the least importance factor in organizational trauma management. According to the studies, psychological crises in organizations have become a common experience for managers and employees around the world. Some of these crises show signs of traumatic experience. If it is not managed properly, it seems that the experience of collective harm appears in the form of many organizational factors that lead to dysfunctional behavior in the organization.