Purpose: the aim of the present study was to investigate the dimensions and quality of teaching-learning interactions by elementary teachers during the Covid-19 pandemic. Methodology: this was a qualitative study carried out using a phenomenological approach. The study population included all elementary school teachers in Abhar City (Iran). From this population, 12 individuals were selected as participants in the study using purposive sampling (chain sampling) who were engaged in online teaching from the onset of the Covid-19 pandemic. Data collection instrument included semi-structured or in-depth interviews performed in the Google meet interactive platform. The interviews continued until reaching data saturation. Data analysis was also carried out using thematic analysis and theme network formation. Validity was also assessed using peer review and member checking and reliability was assessed by text coding of three interviews by anonymous people outside the research. Findings: the results reflect the dimensions and quality of teaching/learning interactions by elementary teachers during the Covid-19 pandemic in the form of 226 basic themes, 21 organizing themes and 4 global themes. Conclusion: the results showed that elementary teachers had relatively acceptable interactions with themselves, students and parents during this process. However, there were no acceptable interactions between teachers and their colleagues.
