Primary School Teachers' Perceptions Toward Students With Behavior Disorders: A Phenomenological Study

Nur Seda Alim; Selami Yangın

Makale detayları

Primary School Teachers' Perceptions Toward Students With Behavior Disorders: A Phenomenological Study

Yazarlar:

Nur Seda Alim | Selami Yangın

Yayıncı:

Bayburt University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 44, pp.2888-2919

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332763

pISSN:

1307-1076

Anahtar kelimeler:

Özet:

 The purpose of this study is to evaluate primary school teachers perceptions and personal experiences towards students with behavioral disorders. Phenomenological design, based on qualitative research method, is the main method chosen to guide this study. The theoretical framework guiding this study was based on the epistemological theory of perception. The study group consisted of 14 classroom teachers who worked in primary schools throughout Rize province and had at least 5 years of teaching experience. Semi-structured interviews conducted in the fall semester of the 2023-2024 academic year were analyzed using the content analysis method. The main findings related to the research questions are presented as themes; the difficulty of the teaching profession, teachers lack of preparation or training, teachers feeling frustrated and tired, establishing positive teacher-student relationships, maintaining a positive environment, lack of administrative support, lack of parental support, being strategic, believing that students with behavioral disorders can learn, . In the discussion and conclusion section, the impacts of the findings for all stakeholders are discussed. The implications include providing professional development services and holding periodic teacher-parent-administrative unit meetings.

 The purpose of this study is to evaluate primary school teachers perceptions and personal experiences towards students with behavioral disorders. Phenomenological design, based on qualitative research method, is the main method chosen to guide this study. The theoretical framework guiding this study was based on the epistemological theory of perception. The study group consisted of 14 classroom teachers who worked in primary schools throughout Rize province and had at least 5 years of teaching experience. Semi-structured interviews conducted in the fall semester of the 2023-2024 academic year were analyzed using the content analysis method. The main findings related to the research questions are presented as themes; the difficulty of the teaching profession, teachers lack of preparation or training, teachers feeling frustrated and tired, establishing positive teacher-student relationships, maintaining a positive environment, lack of administrative support, lack of parental support, being strategic, believing that students with behavioral disorders can learn, . In the discussion and conclusion section, the impacts of the findings for all stakeholders are discussed. The implications include providing professional development services and holding periodic teacher-parent-administrative unit meetings.

 The purpose of this study is to evaluate primary school teachers perceptions and personal experiences towards students with behavioral disorders. Phenomenological design, based on qualitative research method, is the main method chosen to guide this study. The theoretical framework guiding this study was based on the epistemological theory of perception. The study group consisted of 14 classroom teachers who worked in primary schools throughout Rize province and had at least 5 years of teaching experience. Semi-structured interviews conducted in the fall semester of the 2023-2024 academic year were analyzed using the content analysis method. The main findings related to the research questions are presented as themes; the difficulty of the teaching profession, teachers lack of preparation or training, teachers feeling frustrated and tired, establishing positive teacher-student relationships, maintaining a positive environment, lack of administrative support, lack of parental support, being strategic, believing that students with behavioral disorders can learn, . In the discussion and conclusion section, the impacts of the findings for all stakeholders are discussed. The implications include providing professional development services and holding periodic teacher-parent-administrative unit meetings.

 Bu çalışmanın amacı, sınıf öğretmenlerinin davranış bozukluğu olan öğrencilere yönelik algılarını ve kişisel deneyimlerini değerlendirmektir. Araştırma, nitel araştırma yöntemine dayanan olgubilimsel tasarıma göre inşa edilmiştir. Bu çalışmaya yön veren teorik çerçeve, epistemolojik algı teorisine dayandırılmıştır. Çalışma grubu, Rize il genelindeki ilkokullarda görev yapan ve en az 5 yıllık öğretmenlik deneyimine sahip 14 sınıf öğretmeninden oluşmuştur. 2023-2024 eğitim-öğretim yılı güz döneminde gerçekleştirilen yarı yapılandırılmış görüşmeler, içerik analizi ile analiz edilmiştir. Araştırma sorularına ilişkin temel bulgular, temalar halinde sunulmuştur; öğretmenlik mesleğinin zor oluşu, öğretmenlerin hazırlık veya eğitim eksikliği, öğretmenlerin kendilerini sinirli ve yorgun hissetmeleri, olumlu öğretmen-öğrenci ilişkileri kurulması, olumlu ortamın korunması, idari desteğin eksikliği, ebeveyn desteğinin eksikliği, stratejik olunması, davranış bozukluğu olan öğrencilerin öğrenebileceğine ilişkin inanç. Tartışma ve sonuç bölümünde ise bulguların tüm paydaşlar için etkileri tartışılmıştır. Uygulama önerileri arasında mesleki gelişim hizmetlerinin sunulması ve okullarda periyodik öğretmen-ebeveyn-idari birim toplantılarının gerçekleştirilmesi yer almıştır.

Makale detayları

Primary School Teachers' Perceptions Toward Students With Behavior Disorders: A Phenomenological Study

Yazarlar:

Nur Seda Alim | Selami Yangın

Yayıncı:

Bayburt University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 44, pp.2888-2919

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332763

pISSN:

1307-1076

Behavior disorder

classroom teachers

phenomenology

studentsDavranış bozukluğu

olgubilim

öğrenciler

sınıf öğretmenleri

Sayı

Makale detayları

Yazarlar: Nur Seda Alim | Selami Yangın

Yayıncı: Bayburt University

Ana Başlıklar: Sınıf Eğitimi

Dergi: Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 44, pp.2888-2919

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001332763

pISSN: 1307-1076

Sayı

Yazarlar:

Nur Seda Alim | Selami Yangın

Yayıncı:

Bayburt University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 44, pp.2888-2919

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332763

pISSN:

1307-1076