Social status

Purpose: The aim of this study was to investigate teachers' experiences of social status. Methodology: The present study was conducted using descriptive phenomenological method. The statistical population of the study included all the official teachers of education in the country in the academic year of 2018-19. The research sampling method was purposive and the data collection method was semi-structured interview. Accordingly, 14 teachers with at least 10 years of experience were interviewed. The selected teachers were from all over Iran and were not limited to a specific province. To analyze the data, the descriptive phenomenological method of Kliz, which has seven stages, was used. Findings: The findings of the study indicated that teachers' lived experiences of social status fall into three general dimensions: definition of social status, deterrence of social status and promotion of social status. The definition of social status from the teachers' point of view includes three central dimensions: social status as psychological need, social status as social status, and social status as class status. Deterrence of social status includes the following categories: teacher's imagery, inappropriate social imagery of the teacher, systematic discrimination, lack of professional identity, job gaps, lack of accountability and institutional support, sense of institutional inefficiency, media inefficiency, Weak trade union organization, professional inefficiency, and unequal power relations. Also promoting social status such as macro policy reform, institutional cohesion and cooperation, job identity development, professional empowerment, strengthening social authority, strengthening social authority, reforming managerial and organizational practices, strengthening teacher-centered participation, improving welfare facilities and Includes strengthening trade union organization. Conclusion: The social status of teachers is a cultural and social matter that finds meaning based on the context of teachers' activities.

SUBJECT & OBJECTIVES: One of the most significant issues in the contemporary world is women's legal status and social activities. Afghanistan is at the forefront of women's discussions due to its drastic changes and developments. This article aims to examine the status of women in this country's traditional and historical context to provide a solution to various issues and problems. METHOD & FINDING: Our findings indicate that Afghan women have faced numerous challenges throughout history, although there were periods, such as the Kushan Empire age when they found a respectable position. The advent of Islam initially promoted cultural tolerance and respect for women, promoting their status among Muslim nations. However, during the ‘Umayyad and ‘Abbāsid Dynasties, class and racial discrimination contributed to a decline in women's status. The emergence of local dynasties such as the Ṭāhirīds, Ṣafārīds, and Sāmānīds brought political stability and gradual cultural development, although women's social participation remained limited. The Ġaznavīd era marked a turning point, providing a more favorable environment for women's education and rights, while the Timūrīd era witnessed the peak of women's involvement in social affairs.CONCLUSION: Overall, the status of Afghan women has fluctuated considerably, with their current situation experiencing significant ups and downs due to changing political circumstances. By reflecting on the past, we aim to provide insight into their status from history to the contemporary age.

This non-experimental study aimed to figure out if Iranian novice and expert EFL teachers had differing attitudes regarding professional identity (PI). It also measured if gender and various social statuses of high, mid and low had any mediating role in novice and expert teachers’ attitudes towards PI. Therefore, a 20-item PI questionnaire to which demographic variables of, teaching experience, gender and social status attached was distributed through various means, including emails, social media platforms, and personal contacts due to sanitary protocols and in the outbreak of Covid-19 pandemic. These results indicate that regardless of experience level, gender, or social status, teachers' attitudes towards professional identity remain consistent. The study suggests that factors such as gender and social status do not play a significant role in shaping teachers' perceptions of their professional identity. Also, the findings of the study can be beneficial for teachers by highlighting that their attitudes towards professional identity are not significantly influenced by gender or social status. This can help alleviate concerns or biases related to these factors and encourage teachers to focus on their individual growth and development