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Bu çalışmanın amacı meslek liselerinde yaşanan akran zorbalığına yönelik öğretmen görüşlerini belirlemektir. Bu araştırma nitel araştırma yöntemlerinden fenomonoloji yaklaşımı kullanılarak gerçekleştirilmiştir. Araştırmada örneklem grubu belirlenirken nitel araştırma yöntemlerinde kullanılan amaçlı örnekleme türlerinden “benzeşik durum örneklemesi” yöntemi kullanılmıştır. Çalışma grubu olarak 14 meslek lisesi öğretmeni araştırmaya dahil edilmiştir. Verilerin toplanması süreçlerinde araştırmacının geliştirdiği “yarı yapılandırılmış bireysel görüşme formları” ve “demografik bilgi formları” kullanılmıştır. Görüşme formları geliştirilirken ilgili literatür incelenerek oluşturulan pilot görüşme soruları, alanında iki öğretmene anlaşılabilirlik ve kapsam açısından değerlendirilmek üzere sunulup öneriler ışığında güncellemeler yapılmıştır. Elde edilen verilerin analizinde içerik analizi kullanılmıştır. Araştırma sonuçlarına göre akran zorbalığının nedenleri; aile kaynaklı nedenler, öğrenci kaynaklı nedenler ve okul kaynaklı nedenler olmak üzere 3 tema altında toplanmıştır. Öğretmenler, zorbalığı önlemek için yapılması gerekenler olarak; zorbalığa meyilli öğrencileri etkinliklere katma, öğrenci ve ailelere eğitimler verme, zorbalığa meyilli öğrencilerle sürekli konuşma, zorbalığa maruz kalan öğrenciyi destekleme, zorbalık yapan öğrenciye psikolojik destek verme ve caydırıcı cezalar uygulama şeklinde önlem alabileceklerini belirtmişlerdir.
The aim of this study is to identify the teachers’ opinions about the victims of harassment in vocational schools. This research was carried out using the phenomonological approach from the research methods of the quality. In the study, the "similar state sample" method was used from the purposes used in the quality research methods when determining the sample group. As a working group, 14 professional high school teachers were included in the research. In the process of data collection, the researcher developed "half-configured individual conversation forms" and "demographic information forms" were used. During the development of the interview forms, the pilot interview questions created by studying the relevant literature were presented to two teachers in the field to be assessed in terms of comprehensibility and scope and updated in the light of recommendations. In the analysis of the data, content analysis was used. According to the research results, the causes of co-related harassment were gathered under 3 subjects, including family-based causes, student-based causes and school-based causes. Teachers have stated that they will be able to take measures in the form of adding disabled students to activities, teaching students and their families, continuous conversation with disabled students, supporting disabled students, providing psychological support to disabled students, and applying repressive penalties.
The aim of this study is to determine teachers' views on peer bullying in vocational high schools. This research was conducted using the phenomenology approach, one of the qualitative research methods. While determining the sample group in the study, "similar case sampling" method, one of the purposeful sampling types used in qualitative research methods, was used. As the study group, 14 vocational high school teachers were included in the study. In the data collection process, "semi-structured individual interview forms" and "demographic information forms" developed by the researcher were used. While developing the interview forms, the pilot interview questions, which were created by examining the relevant literature, were presented to two teachers in the field to be evaluated in terms of comprehensibility and scope, and updates were made in the light of the suggestions. Content analysis was used to analyze the data obtained. According to the results of the research, the causes of peer bullying were categorized under 3 themes: family-related causes, student-related causes and school-related causes of peer bullying. qa As the things to be done to prevent bullying, teachers stated that they could take measures such as including students who are prone to bullying in activities, providing trainings to students and families, talking to students who are prone to bullying, supporting the student who is exposed to bullying, providing psychological support to the bullying student and applying deterrent punishments
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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