Özet:

This research was conducted to determine the teachers’ efforts to ensure social justice in class management on the basis of the problems that students with social limitations (disadvantaged) experience within the classroom. The research is done through the quality research method. The study group consisted of 17 volunteer teachers working in public schools located in disadvantaged settlements in the Uşak province. In the study, the data was collected through a semi-structured interview form prepared by the researchers and analyzed by visual analysis. According to the research results, teachers’ opinions on practices of social justice in class management were gathered under four main topics. These topics are formed in the form of class problems of disadvantaged students, class practices in addressing the problems that teachers do to reduce the problems that class students experience, the limitations in front of the practices that teachers do in class and the expectations from school management towards the practices of social justice in class management. Again, according to the results of the study, teachers experience problems arising from guardians, management, legal limitations, lack of school facilities and lack of time that have a negative impact on student success in the classroom. In this context, the school management is expected to take various measures to eliminate existing restrictive factors.

Özet:

The aim of this study was to determine the problems that disadvantaged students have in the classroom and teachers’ efforts to ensure social justice in classroom management. The research was carried out with a case study design, one of the qualitative research methods. The study group consisted of 17 volunteer teachers working in public schools in Uşak. Data were collected by a semi-structured interview form prepared by the researchers and analyzed by descriptive analysis. According to the results of the study, teachers’ opinions about social justice practices in classroom management were gathered under four main themes. These themes are in-class problems of disadvantaged students, classroom practices in resolving problems, limitations obstacles for teachers about the practices in the classroom and expectations from school management regarding social justice practices in classroom management. According to the research, although teachers carry out practices to reduce these disadvantages in the classroom, they have problems arising from parents, administration, legal limitations, lack of school facilities and lack of time. In this context, the school administration is expected to take various measures and eliminate existing limiting factors.

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