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12
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75
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16
Bu çalışmanın amacı, mutlu okulun bileşenlerini belirlemektir. Çalışmada, nitel araştırma yöntemlerinden olgu bilim çalışması deseni kullanılmıştır. Okullarda gerçekleştirilen görüşmelere 247 öğrenci, 35 veli, 22 çalışan, 56 öğretmen ve yedi yönetici gönüllü olarak katılmıştır Veriler içerik analizi ile çözümlenerek katılımcıların mutlu okula ilişkin görüşleri belirlenmiştir. Öğrencilere göre mutlu okul, oyun oynamak, iyi ilişkiler, eğlenceli dersler ve beceri atölyeleridir. Öğretmenlere göre mutlu okul, öğrenciler ve mesai arkadaşlarıdır. Velilere göre mutlu okul, öğrenme aktiviteleri, disiplin ve öğretmenlerdir. Okul çalışanları mutlu okulu temel ihtiyaçlar ve iyi ilişkilerde ifade etmişlerdir. Yöneticiler mutlu okulu başarı, fiziksel olanaklar, iletişim ve liderlik olarak belirtmişlerdir. Araştırmanın sonuçlarına göre mutlu okul, öğrencilerin, öğretmenlerin, ebeveynlerin, çalışanların ve yöneticilerin algılarında çeşitli bileşenlerin bütünüdür.
The aim of this study is to determine the components of the happy school. In this study, phenomenological study design within qualitative research methods was used. The interviews were conducted in schools with 247 students, 35 parents, 22 employees, 56 teachers, and seven administrators, who participated voluntarily. The data were analyzed by content analysis method and the opinions of the participants about the happy school were identified. For students, the happy school means playing games, good relationships, fun lessons, and skill workshops. For teachers, the happy school means students and colleagues. For parents, the happy school means learning activities, discipline, and teachers. School employees expressed the happy school in terms of basic needs and good relationships. Administrators indicated that the happy school has to do with success, physical facilities, communication, and leadership. According to the results of the research, the happy school is the whole of a variety of components in the perceptions of students, teachers, parents, employees, and administrators.
The aim of this study is to determine the components of the happy school. In this study, phenomenological study design within qualitative research methods was used. The interviews were conducted in schools with 247 students, 35 parents, 22 employees, 56 teachers, and seven administrators, who participated voluntarily. The data were analyzed by content analysis method and the opinions of the participants about the happy school were identified. For students, the happy school means playing games, good relationships, fun lessons, and skill workshops. For teachers, the happy school means students and colleagues. For parents, the happy school means learning activities, discipline, and teachers. School employees expressed the happy school in terms of basic needs and good relations. Administrators indicated that the happy school has to do with success, physical facilities, communication, and leadership. According to the results of the research, the happy school is the whole of a variety of components in the perceptions of students, teachers, parents, employees, and administrators.
Alan : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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