Examination of Teachers' Experiences of Exposure to Mobbing in Schools

Engin İş; Hatice Çolak Doğan

Makale detayları

Examination of Teachers' Experiences of Exposure to Mobbing in Schools

Yazarlar:

Engin İş | Hatice Çolak Doğan

Yayıncı:

Mardin Artuklu University

Ana Başlıklar:

Öğretmen ve Öğrenci Refahı

Dergi:

Artuklu Humanities Issue 16, pp.1-15

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001323906

pISSN:

3061-9548

Anahtar kelimeler:

Özet:

 The main purpose of this research is to understand the experiences of teachers working in schools about being exposed to mobbing and to evaluate the effects of these experiences. Within the scope of the research, the experiences of teachers working at different levels of being exposed to mobbing, who applies these behaviors, their coping methods, their effects and reaction styles were investigated in detail. For this purpose, case study management, one of the qualitative research methods, was preferred. The study group consists of 15 teachers working at pre-school, primary and secondary education levels in different schools in Mardin province in the 2023-2024 academic year. In the study, a semi-structured interview form was used as a data collection tool and the obtained data was evaluated using the content analysis method. Research results show that mobbing is a common problem in educational institutions. It has been determined that mobbing is most frequently applied by administrators and has serious psychological, social and physical effects on teachers. In addition, it has been determined that mobbing behaviors negatively affect teachers motivation and harm the education process. It was observed that the majority of teachers participating in the research ignored mobbing and remained silent, but some did not compromise by defending their rights and tried positive communication methods. These findings emphasize the need to prevent mobbing in educational institutions and develop effective combat strategies.

 The main purpose of this research is to understand the experiences of teachers working in schools about being exposed to mobbing and to evaluate the effects of these experiences. Within the scope of the research, the experiences of teachers working at different levels of being exposed to mobbing, who applies these behaviors, their coping methods, their effects and reaction styles were investigated in detail. For this purpose, case study management, one of the qualitative research methods, was preferred. The study group consists of 15 teachers working at pre-school, primary and secondary education levels in different schools in Mardin province in the 2023-2024 academic year. In the study, a semi-structured interview form was used as a data collection tool and the obtained data was evaluated using the content analysis method. Research results show that mobbing is a common problem in educational institutions. It has been determined that mobbing is most frequently applied by administrators and has serious psychological, social and physical effects on teachers. In addition, it has been determined that mobbing behaviors negatively affect teachers motivation and harm the education process. It was observed that the majority of teachers participating in the research ignored mobbing and remained silent, but some did not compromise by defending their rights and tried positive communication methods. These findings emphasize the need to prevent mobbing in educational institutions and develop effective combat strategies.

 The main purpose of this research is to understand the experiences of teachers working in schools about being exposed to mobbing and to evaluate the effects of these experiences. Within the scope of the research, the experiences of teachers working at different levels of being exposed to mobbing, who applies these behaviors, their coping methods, their effects and reaction styles were investigated in detail. For this purpose, case study management, one of the qualitative research methods, was preferred. The study group consists of 15 teachers working at pre-school, primary and secondary education levels in different schools in Mardin province in the 2023-2024 academic year. In the study, a semi-structured interview form was used as a data collection tool and the obtained data was evaluated using the content analysis method. Research results show that mobbing is a common problem in educational institutions. It has been determined that mobbing is most frequently applied by administrators and has serious psychological, social and physical effects on teachers. In addition, it has been determined that mobbing behaviors negatively affect teachers motivation and harm the education process. It was observed that the majority of teachers participating in the research ignored mobbing and remained silent, but some did not compromise by defending their rights and tried positive communication methods. These findings emphasize the need to prevent mobbing in educational institutions and develop effective combat strategies.

 Bu araştırmanın temel amacı, okullarda görev yapan öğretmenlerin mobbinge maruz kalma deneyimlerini anlamak ve bu deneyimlerin etkilerini değerlendirmektir. Araştırma kapsamında, farklı kademelerde görev alan öğretmenlerin mobbinge maruz kalma deneyimleri, bu davranışların kimler tarafından uygulandığı, başa çıkma yöntemleri, etkileri ve tepki biçimleri detaylı bir şekilde araştırılmıştır. Bu amaçla, nitel araştırma yöntemlerinden biri olan örnek olay yönetimi tercih edilmiştir. Çalışma grubu, 2023-2024 eğitim-öğretim yılında Mardin ilinde farklı okullarda görev yapan okul öncesi, ilköğretim ve ortaöğretim düzeyinde görev yapan 15 öğretmenden oluşmaktadır. Çalışmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmış ve elde edilen veriler içerik analizi yöntemiyle değerlendirilmiştir. Araştırma sonuçları, eğitim kurumlarında mobbingin yaygın bir sorun olduğunu göstermektedir. Mobbingin en sık idareciler tarafından uygulandığı ve öğretmenler üzerinde ciddi psikolojik, sosyal ve fiziksel etkiler yarattığı tespit edilmiştir. Ayrıca, mobbing davranışlarının öğretmenlerin motivasyonunu olumsuz etkilediği ve eğitim-öğretim sürecine zarar verdiği belirlenmiştir. Araştırmaya katılan öğretmenlerin çoğunluğunun mobbingi görmezden geldiği ve sessiz kaldığı, ancak bazılarının ise haklarını savunarak taviz vermediği ve olumlu iletişim yollarını denediği görülmüştür. Bu bulgular, eğitim kurumlarında mobbingin önlenmesi ve etkin mücadele stratejilerinin geliştirilmesi gerekliliğini vurgulamaktadır.

Makale detayları

Examination of Teachers' Experiences of Exposure to Mobbing in Schools

Yazarlar:

Engin İş | Hatice Çolak Doğan

Yayıncı:

Mardin Artuklu University

Ana Başlıklar:

Öğretmen ve Öğrenci Refahı

Dergi:

Artuklu Humanities Issue 16, pp.1-15

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001323906

pISSN:

3061-9548

Mobbing

educational institutions

teacher

school

administratorMobbing

eğitim kurumları

öğretmen

okul

yönetici.

Sayı

Makale detayları

Yazarlar: Engin İş | Hatice Çolak Doğan

Yayıncı: Mardin Artuklu University

Ana Başlıklar: Öğretmen ve Öğrenci Refahı

Dergi: Artuklu Humanities Issue 16, pp.1-15

Belge Tipi: Makale

Yayın Tarihi: 7/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001323906

pISSN: 3061-9548

Sayı

Yazarlar:

Engin İş | Hatice Çolak Doğan

Yayıncı:

Mardin Artuklu University

Ana Başlıklar:

Öğretmen ve Öğrenci Refahı

Dergi:

Artuklu Humanities Issue 16, pp.1-15

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001323906

pISSN:

3061-9548