Author(s): Nurcihan İplikçi,Nazan Tunay,Sezen Tunay Aras,Eren Arar,Şaban Beşiktepe / Language(s): Turkish
Issue: 30/2023
In this study, in which it is aimed to evaluate the research findings of the processes affecting the insicam of the administrative order and mechanisms of educational institutions in the context of various variables, an approach to the subject will be shown from the point of view of students and teachers, which are the sine qua non of educational institutions. It is imperative that every individual in society learns the behaviors necessary to fulfill the behaviors of being a social being. In line with this purpose, it is possible for schools to provide people with the necessary behavioral forms by ensuring a certain order within the school boundaries. Every step within the school boundaries should be designed to protect the presence of students and teachers by considering their well-being. Because the only asset that is the main reason for the existence of schools is the direct existence of students. The management and functioning of the school is an important factor that determines positive learning environments within the school boundaries. In this case, the first way to achieve the desired behaviors in schools is to design and implement the relevant educational and training environment as a positive learning environment. The research was conducted by taking the opinions of three elementary, three middle and three secondary school principals working in different districts of Istanbul on disciplinary problems arising from teachers and students in schools and evaluating their ideas at the solution point. The universe of the research is limited to three managers working at different levels in different districts of Istanbul. Eight themes were created in the research. Themes created discipline problems for teachers and students separately; the causes of disciplinary problems were expressed as the solutions of disciplinary problems and the difficulties in solving disciplinary problems. Discipline problems caused by teachers are expressed as insufficient teachers' qualifications, communication problems with teachers and students; insufficient classroom management, late entry to class; psychological and physical violence applied to the student, indifference to the student. The causes of teachers' problems, which are a source of disciplinary problems within the school, are a very important issue. The categories related to the causes of disciplinary problems were expressed as lack of experience, cooling off from the profession, irresponsibility and social life responsibilities of the teacher, inability to manage the classroom, inability to master the field, avoidance of responsibility. It facilitates healthy communication between teachers and both students and parents in positive or negative events related to the school, discipline and order in the classroom. It is important for parents to learn what is happening inside the school and not to delay the intervention in order for the child to suffer the consequences of his behavior. According to the research findings, the student-related disciplinary problems encountered in elementary, middle and secondary schools were grouped under four categories as family, economic, environmental factors and friend relations. Disciplinary problems caused by teachers, on the other hand, were found to have characteristic features, environmental and economic problems. As solution suggestions, it was seen that suggestions such as determining the needs, providing support education, making the necessary arrangements within the school were developed. When the difficulties encountered in the implementation of solution proposals were examined, it was concluded that the opportunities that schools provide to solution providers, the responsibilities that cannot be fulfilled, the burnout experienced by teachers in this process, and the lack of vision experienced within the school cause difficulties in solving the process.
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