Abstract:

In this study, the causes of disciplinary problems at high schools were described by receiving teachers' opinions working at state high schools. The data were collected through the "The Reasons of Discipline Problems at Schools Scale," consisting of 29 items and the factors of reasons originating from the teacher, administration, family, school, failure, and student. The research population carried out in the descriptive and causal-comparative survey model consists of teachers working at state high schools in Istanbul. The study sample consisted of 3240 high school teachers who were included voluntarily using the convenience sampling method and responded to all the measurement tool questions. In the study, a causal-comparative design was used to determine whether the opinions of the teachers on the causes of disciplinary problems differed significantly according to the variables of gender, the number of students at school, method of entering school, type of high school, teacher's length of service at school and professional seniority. Parametric statistical methods were used in the analysis of the study data. Accordingly, descriptive statistics were calculated in the study; t-test and one-way analysis of variance was conducted for independent samples. As a result of the research, it was determined that the teachers mainly considered the reasons originating from family, students, failure, and administration among the causes of disciplinary problems at high schools. This situation indicates that teachers working at high schools think the reasons related to administration, students, and parents other than themselves are more decisive in forming disciplinary problems at schools. Moreover, they think that the reasons originating from the teacher and school are moderately effective among the causes of school discipline problems.

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