Research Article
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Exploring Teacher Experiences of Students’ School Connectedness in Challenging Times

Year 2024, Issue: 14, 1154 - 1169, 29.02.2024
https://doi.org/10.51531/korkutataturkiyat.1420374

Abstract

This research aims to ascertain the perceptions of teachers concerning the concept of school connectedness, and simultaneously assess their tribulations and strategies for coping amidst the backdrop of the COVID-19 pandemic. Employing a phenomenological design, this study engaged a sample of 10 high school teachers, equally divided between genders, employed within the purview of public schools under the aegis of the Ministry of National Education, situated in a district nestled in the central Black Sea region during the academic year 2020-2021. These participants, who willingly volunteered, represented teachers who undertook in-person teaching responsibilities amid the pandemic period. Data were collected through semi-structured interview forms. A pilot interview was initially conducted with one teacher to validate the adequacy of the instrument, and data gleaned from this preliminary interview were subsequently omitted from the formal analysis. Participant teachers’ narratives were directly included in the findings and anonymized codes were used for the data. The collected data were analyzed by thematic analysis method and NVivo 12 was used in the analysis process. The analysis unveiled three salient thematic dimensions: firstly, teachers’ perceptions and experiences vis-à-vis school connectedness; secondly, the myriad challenges engendered by the pandemic and their repercussions on school connectedness; and lastly, the strategies and experiences of teachers in mitigating the challenges posed by the pandemic. This study posits the imperative for further investigations into the realm of school connectedness and underscores the exigency of formulating targeted professional development programs tailored to the exigencies of teachers coping with the challenges presented by the pandemic.

References

  • Akça, M. (2020). Social Sciences Teachers’ Views About Distance Education During the COVID-19 Pandemic Process. Social Scientific Centered Issues, 2(2), 81-88.
  • Bakioğlu, B. ve Çevik, M. (2020). COVID-19 Pandemisi Sürecinde Fen Bilimleri Öğretmenlerinin Uzaktan Eğitime İlişkin Görüşleri. Turkish Studies, 15(4), 109-129.
  • Balaman, F, Hanbay Tiryaki, S. (2021). Corona Virüs (COVID-19) Nedeniyle Mecburi Yürütülen Uzaktan Eğitim Hakkında Öğretmen Görüşleri. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 10(1), 52-84.
  • Bektaş-Bedir, S. ve Bedir, G. (2021). Metaphoric Perceptions of Teacher Candidates About COVID-19. International Journal of Educational Studies and Policy, 2(1), 25-39.
  • Bersamin, M., Coulter, R. W., Gaarde, J., Garbers, S., Mair, C., ve Santelli, J. (2019). School‐Based Health Centers and School Connectedness. Journal of School Health, 89(1), 11-19.
  • Braun, V., ve Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–71.
  • Bryce, C. I. ve Fraser, A. M. (2022). Students’ Perceptions, Educational Challenges and Hope During the COVID‐19 Pandemic. Child: Care, Health and Development, 48(6), 1081-1093.
  • Corbin, J. M., ve Strauss, A. (1990). Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology, 13(1), 3-21.
  • Covell, K. (2010). School Engagement and Rights-Respecting Schools. Cambridge Journal of Education, 40(1), 39–51.
  • Demirci, İ., Usta, F., Yıldız, B., ve Demirtaş, A. S. (2020). Ergenlerde Okul Tükenmişliği ve Okul Bağlılığı: Facebook Bağımlılığının Aracı ve Farklılaştırıcı Rolü. Eğitim ve Bilim, 45(204), 91-109.
  • Eccles, J. S., Early, D., Fraser, K., Belansky, E., ve McCarthy, K. (1997). The Relation of Connection, Regulation, and Support for Autonomy to Adolescents’ Functioning. Journal of Adolescent Research, 12(2), 263-286.
  • Ece, I. ve Semerci, Ç. (2019). Nitel Araştırmalarda Veri Üçgenlemesi Olarak Odak Grup Görüşmesi, Bireysel Görüşme ve Gözlem. Turkish Journal of Educational Studies, 6(3), 53-66.
  • Finn, J. D. ve Voelkl, K. E. (1993). School Characteristics Related to School Engagement. Journal of Negro Education, 62, 249-268.
  • García-Moya, I., Bunn, F., Jiménez-Iglesias, A., Paniagua, C., ve Brooks, F. M. (2019). The Conceptualisation of School and Teacher Connectedness in Adolescent Research: A Scoping Review of Literature. Educational Review, 71(4), 423-444.
  • Gökoğlu S., ve Kılıç S., (2022). Covid-19 Pandemisi Sürecinde Öğrenci Bağlılığına Yönelik Öğretmen Görüşlerinin İncelenmesi. Yükseköğretim ve Bilim Dergisi, 12(1), 158-167.
  • Han, K. (2021). Students’ Well-Being: The Mediating Roles of Grit and School Connectedness. Frontiers in Psychology, 12.
  • Hoy, W. K., Tarter, C. J. ve Kottkamp, R. B. (1991). Open Schools / Healthy Schools: Measuring Organizational Climate. Newbury Park: SAGE Publications.
  • Jacobson, K.C. ve Rowe, DC. (1999). Genetic and Environmental Influences on the Relationships Between Family Connectedness, School Connectedness, and Adolescent Depressed Mood: Sex Differences. Developmental Psychology, 35(4), 926-939.
  • Joyce, H. D. ve Early, T. J. (2014). The Impact of School Connectedness and Teacher Support on Depressive Symptoms in Adolescents: A Multilevel Analysis. Children and Youth Services Review, 39, 101-107.
  • Kara, M., ve Bozkurt, B. (2021). COVID-19 Pandemisi Sürecinde Okul Yöneticiliği: Karşılaşılan Sorunlar ve Çıkarılan Dersler. Türk Eğitim Bilimleri Dergisi, 19(2), 1076-1103.
  • Karabağ Köse, E. (2019). Dezavantajlı Bölge Okullarında Öğrenim Gören Risk Altındaki Öğrencilerin Okul Bağlılıklarını Etkileyen Faktörler. Eğitim ve Bilim, 44(199), 321-336.
  • Kidger, J., Araya, R., Donovan, J., ve Gunnell, D. (2012). The Effect of the School Environment on the Emotional Health of Adolescents: A Systematic Review. Pediatrics, 129(5), 925-949.
  • Kim, J., Walsh, E., Pike, K.C., ve Thompson, E.A. (2019). Cyberbullying and Victimization and Youth Suicide Risk: The Buffering Effects of School Connectedness. The Journal of School Nursing, 36, 251 -257.
  • Klem, A. M., ve Connell, J. P. (2004). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74(7), 262-273.
  • Lingam, G. I., Lingam, N., & Singh, S. K. (2021). Instructional leadership practices: Teachers perceptions of a rural school principal in Fiji. Australian Journal of Teacher Education (Online), 46(6), 20-35.
  • Marsh, R. J., Higgins, K., Morgan, J., Cumming, T. M., Brown, M., ve McCreery, M. (2019). Evaluating School Connectedness of Students with Emotional and Behavioral Disorders. Children & Schools, 41(3), 153-160.
  • Mason, J. 2017. Qualitative Researching. London: Sage.
  • McGrath, K. F., ve Van Bergen, P. (2015). Who, When, Why and to What End? Students At Risk of Negative Student–Teacher Relationships and Their Outcomes. Educational Research Review, 14(2015), 1-17.
  • MEB, (2020), Bakan Selçuk, Koronavirüs’e Karşı Eğitim Alanında Alınan Tedbirleri Açıkladı. https://www.meb.gov.tr/bakan-selcuk-koronaviruse-karsi-egitim-alaninda-alinan-tedbirleri-acikladi/haber/20497/tr, [Erişim tarihi: 15.12.2023].
  • Monahan, K. C., Oesterle, S., ve Hawkins, J. D. (2010). Predictors and Consequences of School Connectedness: The Case For Prevention. The Prevention Researcher, 17(3), 3-7.
  • Monette, D. R., Sullivan, T. J., ve DeJong, C. R. (2013). Applied Social Research: A Tool for the Human Services. Fort Worth: Cengage Learning.
  • Orhan, G. ve Beyhan, Ö. (2020). Teachers’ Perceptions and Teaching Experiences on Distance Education Through Synchronous Video Conferencing During COVID-19 Pandemic. Social Sciences and Education Research Review, 7(1), 8-44.
  • Özdemir, M. (2017). Sosyal Adalet Liderliği, Okula Yönelik Tutum ve Okul Bağlılığı Arasındaki İlişkilerin İncelenmesi. Eğitim ve Bilim, 42(191), 267-281.
  • Özen, Y., ve Gül, A. (2007). Sosyal ve Eğitim Bilimleri Araştırmalarında Evren-Örneklem Sorunu. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (15), 394-422.
  • Page, A., Charteris, J., Anderson, J., ve Boyle, C. (2021). Fostering School Connectedness Online for Students with Diverse Learning Needs: Inclusive Education in Australia During the COVID-19 Pandemic. European Journal of Special Needs Education, 36(1), 142-156.
  • Patton, Q. M. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri (Çev. Edt: M. Bütün ve S. B. Demir). Ankara: Pegem Akademi.
  • Perkins, K. N., Carey, K., Lincoln, E., Shih, A., Donalds, R. A., Schneider, S. K., … ve Green, J. C. (2021). School Connectedness Still Matters: The Association of School Connectedness and Mental Health During Remote Learning Due to Covid-19. The Journal of Primary Prevention, 42(6), 641-648.
  • Pikulski, P.J., Pella, J.E., Casline, E., Hale, A.E., Drake, K.L., ve Ginsburg, G. (2020). School Connectedness and Child Anxiety. Journal of Psychologists and Counsellors in Schools, 30(1), 13-24.
  • Reddy, R., Rhodes, J. E., ve Mulhall, P. (2003). The Influence of Teacher Support on Student Adjustment in the Middle School Years: A Latent Growth Curve Study. Development and Psychopathology, 15(1), 119-138.
  • Resnick M. D., Bearman P. S., Blum R. W., Bauman K. E., Harris K. M., Jones J., ve Udry J. R. (1997). Protecting Adolescents from Harm. Journal of the American Medical Association, 278, 823–832.
  • Riding, S., Thévenon, O., Adema, W. ve Dirwan, G. (2021). Looking Beyond COVID-19: Strengthening Family Support Services Across the OECD. OECD Social, Employment and Migration Working Papers, 260. https://www.oecd-ilibrary.org/social-issues-migration-health/looking-beyond-covid-19_86738ab2-en, [Erişim tarihi: 14.12.2024].
  • Rovai, A. P. (2002). Development of an Instrument to Measure Classroom Community. The Internet and Higher Education, 5(3), 197-211.
  • Saavedra, J. (2020). Educational Challenges and Opportunities of the Coronavirus (COVID-19) Pandemic. World Bank Blogs. https://blogs.worldbank.org/education/educational-challenges-andopportunitiescovid-19-pandemic, [Erişim tarihi: 10.12.2023].
  • Sezgin, F. (2010). Öğretmenlerin Örgütsel Bağlılığının Bir Yordayıcısı Olarak Okul Kültürü. Eğitim ve Bilim, 35(156).
  • Şener, M. (2022). COVID-19 Pandemisi Sürecinde Okula Bağlılığın Okul Sosyal Hizmeti Açısından İncelenmesi. Yüksek Lisans Tezi. Karabük: Karabük Üniversitesi.
  • Thompson, D. R., Iachan, R., Overpeck, M., Ross, J. G. ve Gross, L. A. (2006). School Connectedness in the Health Behavior in School‐Aged Children Study: The Role of Student, School, and School Neighborhood Characteristics. Journal of School Health, 76(7), 379-386.
  • UNESCO (2020). Education: From Disruption to Recovery. https://en.unesco.org/covid19/educationresponse, [Erişim tarihi: 10.12.2023].
  • UNESCO (2020). Half of World’s Student Population Not Attending School: UNESCO Launches Global Coalition to Accelerate Deployment of Remote Learning Solutions. https://en.unesco.org/news/half-worlds-student-population-not-attending-school-unesco-launches-global-coalition-accelerate, [Erişim tarihi: 10.12.3023].
  • Vaingankar, J. A., Subramaniam, M., Seow, E., Chang, S., Sambasivam, R., Luo, N., ... & van Dam, R. M. (2022). Youth positive mental health concepts and definitions: a systematic review and qualitative synthesis. International journal of environmental research and public health, 19(18), 11506.
  • Wang, M. T. (2009). School Climate Support for Behavioral and Psychological Adjustment: Testing the Mediating Effect of Social Competence. School Psychology Quarterly, 24(4), 240.
  • Waters, S., Cross, D., ve Shaw, T. (2010). Does the Nature of Schools’ Matter? An Exploration of Selected School Ecology Factors on Adolescent Perceptions of School Connectedness. British Journal of Educational Psychology, 80(3), 381-402.
  • Widnall, E., Winstone, L., Plackett, R., Adams, E.A., Haworth, C., Mars, B., ve Kidger, J. (2021). The Effect of School and Peer Connectedness on Adolescent Mental Health Outcomes During the COVID-19 Pandemic: A Longitudinal Panel Survey. Lancet, 398(S89), 89.
  • Yıldırım, A., ve Simsek, H. (2018). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

Zorlu Dönemlerde Öğrencilerin Okul Bağlılığına İlişkin Öğretmen Deneyimlerinin Keşfedilmesi

Year 2024, Issue: 14, 1154 - 1169, 29.02.2024
https://doi.org/10.51531/korkutataturkiyat.1420374

Abstract

Bu araştırma, öğretmenlerin okul bağlılığı kavramına ilişkin algılarını tespit etmeyi ve aynı zamanda COVID-19 pandemisi sırasında yaşadıkları sorunları ve başa çıkma stratejilerini değerlendirmeyi amaçlamaktadır. Fenomenolojik bir tasarımın kullanıldığı bu çalışmada, 2020-2021 eğitim-öğretim yılında Orta Karadeniz Bölgesi’nde yer alan bir ilçede, Millî Eğitim Bakanlığı’na bağlı devlet okullarında görev yapan ve beşi kadın ve beşi erkek 10 lise öğretmeni çalışma grubu olarak seçilmiştir. Veriler, yarı yapılandırılmış görüşme formları aracıyla toplanmıştır. Aracın yeterliliğini doğrulamak için başlangıçta bir öğretmenle pilot görüşme yapılmıştır. Katılımcı öğretmenlerin anlatılarına bulgularda doğrudan yer verilmiş ve veriler için anonimleştirilmiş kodlar kullanılmıştır. Toplanan veriler tematik analiz yöntemiyle analiz edilmiş ve analiz sürecinde NVivo 12 kullanılmıştır. Analiz, üç önemli tematik boyutu ortaya çıkarmıştır: (1) öğretmenlerin okul bağlılığına ilişkin algıları ve deneyimleri; (2) pandeminin yol açtığı zorluk ve bunların okul bağlılığına yansımaları; (3) öğretmenlerin pandeminin yol açtığı zorluklarla baş etme stratejileri ve deneyimleri. Bu çalışma, okul bağlılığı alanında daha fazla araştırma yapılmasının gerekliliğini ortaya koymakta ve pandeminin getirdiği zorluklarla baş etmeye çalışan öğretmenlerin ihtiyaçlarına göre hedeflenmiş mesleki gelişim programlarının formüle edilmesinin zorunluluğunun altını çizmektedir.

Ethical Statement

Araştırma için öncelikle Recep Tayyip Erdoğan Üniversitesi Sosyal ve Beşerî Bilimler Etik Kurulu’na başvurulmuş ve 06/04/2021 tarih ve 2021/90 sayılı kararı doğrultusunda etik kurul izni alınmıştır.

Thanks

Pandemi şartları altında bu araştırmanın gerçekleşmesine vesile olan öğretmenlere teşekkür ederiz.

References

  • Akça, M. (2020). Social Sciences Teachers’ Views About Distance Education During the COVID-19 Pandemic Process. Social Scientific Centered Issues, 2(2), 81-88.
  • Bakioğlu, B. ve Çevik, M. (2020). COVID-19 Pandemisi Sürecinde Fen Bilimleri Öğretmenlerinin Uzaktan Eğitime İlişkin Görüşleri. Turkish Studies, 15(4), 109-129.
  • Balaman, F, Hanbay Tiryaki, S. (2021). Corona Virüs (COVID-19) Nedeniyle Mecburi Yürütülen Uzaktan Eğitim Hakkında Öğretmen Görüşleri. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 10(1), 52-84.
  • Bektaş-Bedir, S. ve Bedir, G. (2021). Metaphoric Perceptions of Teacher Candidates About COVID-19. International Journal of Educational Studies and Policy, 2(1), 25-39.
  • Bersamin, M., Coulter, R. W., Gaarde, J., Garbers, S., Mair, C., ve Santelli, J. (2019). School‐Based Health Centers and School Connectedness. Journal of School Health, 89(1), 11-19.
  • Braun, V., ve Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–71.
  • Bryce, C. I. ve Fraser, A. M. (2022). Students’ Perceptions, Educational Challenges and Hope During the COVID‐19 Pandemic. Child: Care, Health and Development, 48(6), 1081-1093.
  • Corbin, J. M., ve Strauss, A. (1990). Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology, 13(1), 3-21.
  • Covell, K. (2010). School Engagement and Rights-Respecting Schools. Cambridge Journal of Education, 40(1), 39–51.
  • Demirci, İ., Usta, F., Yıldız, B., ve Demirtaş, A. S. (2020). Ergenlerde Okul Tükenmişliği ve Okul Bağlılığı: Facebook Bağımlılığının Aracı ve Farklılaştırıcı Rolü. Eğitim ve Bilim, 45(204), 91-109.
  • Eccles, J. S., Early, D., Fraser, K., Belansky, E., ve McCarthy, K. (1997). The Relation of Connection, Regulation, and Support for Autonomy to Adolescents’ Functioning. Journal of Adolescent Research, 12(2), 263-286.
  • Ece, I. ve Semerci, Ç. (2019). Nitel Araştırmalarda Veri Üçgenlemesi Olarak Odak Grup Görüşmesi, Bireysel Görüşme ve Gözlem. Turkish Journal of Educational Studies, 6(3), 53-66.
  • Finn, J. D. ve Voelkl, K. E. (1993). School Characteristics Related to School Engagement. Journal of Negro Education, 62, 249-268.
  • García-Moya, I., Bunn, F., Jiménez-Iglesias, A., Paniagua, C., ve Brooks, F. M. (2019). The Conceptualisation of School and Teacher Connectedness in Adolescent Research: A Scoping Review of Literature. Educational Review, 71(4), 423-444.
  • Gökoğlu S., ve Kılıç S., (2022). Covid-19 Pandemisi Sürecinde Öğrenci Bağlılığına Yönelik Öğretmen Görüşlerinin İncelenmesi. Yükseköğretim ve Bilim Dergisi, 12(1), 158-167.
  • Han, K. (2021). Students’ Well-Being: The Mediating Roles of Grit and School Connectedness. Frontiers in Psychology, 12.
  • Hoy, W. K., Tarter, C. J. ve Kottkamp, R. B. (1991). Open Schools / Healthy Schools: Measuring Organizational Climate. Newbury Park: SAGE Publications.
  • Jacobson, K.C. ve Rowe, DC. (1999). Genetic and Environmental Influences on the Relationships Between Family Connectedness, School Connectedness, and Adolescent Depressed Mood: Sex Differences. Developmental Psychology, 35(4), 926-939.
  • Joyce, H. D. ve Early, T. J. (2014). The Impact of School Connectedness and Teacher Support on Depressive Symptoms in Adolescents: A Multilevel Analysis. Children and Youth Services Review, 39, 101-107.
  • Kara, M., ve Bozkurt, B. (2021). COVID-19 Pandemisi Sürecinde Okul Yöneticiliği: Karşılaşılan Sorunlar ve Çıkarılan Dersler. Türk Eğitim Bilimleri Dergisi, 19(2), 1076-1103.
  • Karabağ Köse, E. (2019). Dezavantajlı Bölge Okullarında Öğrenim Gören Risk Altındaki Öğrencilerin Okul Bağlılıklarını Etkileyen Faktörler. Eğitim ve Bilim, 44(199), 321-336.
  • Kidger, J., Araya, R., Donovan, J., ve Gunnell, D. (2012). The Effect of the School Environment on the Emotional Health of Adolescents: A Systematic Review. Pediatrics, 129(5), 925-949.
  • Kim, J., Walsh, E., Pike, K.C., ve Thompson, E.A. (2019). Cyberbullying and Victimization and Youth Suicide Risk: The Buffering Effects of School Connectedness. The Journal of School Nursing, 36, 251 -257.
  • Klem, A. M., ve Connell, J. P. (2004). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74(7), 262-273.
  • Lingam, G. I., Lingam, N., & Singh, S. K. (2021). Instructional leadership practices: Teachers perceptions of a rural school principal in Fiji. Australian Journal of Teacher Education (Online), 46(6), 20-35.
  • Marsh, R. J., Higgins, K., Morgan, J., Cumming, T. M., Brown, M., ve McCreery, M. (2019). Evaluating School Connectedness of Students with Emotional and Behavioral Disorders. Children & Schools, 41(3), 153-160.
  • Mason, J. 2017. Qualitative Researching. London: Sage.
  • McGrath, K. F., ve Van Bergen, P. (2015). Who, When, Why and to What End? Students At Risk of Negative Student–Teacher Relationships and Their Outcomes. Educational Research Review, 14(2015), 1-17.
  • MEB, (2020), Bakan Selçuk, Koronavirüs’e Karşı Eğitim Alanında Alınan Tedbirleri Açıkladı. https://www.meb.gov.tr/bakan-selcuk-koronaviruse-karsi-egitim-alaninda-alinan-tedbirleri-acikladi/haber/20497/tr, [Erişim tarihi: 15.12.2023].
  • Monahan, K. C., Oesterle, S., ve Hawkins, J. D. (2010). Predictors and Consequences of School Connectedness: The Case For Prevention. The Prevention Researcher, 17(3), 3-7.
  • Monette, D. R., Sullivan, T. J., ve DeJong, C. R. (2013). Applied Social Research: A Tool for the Human Services. Fort Worth: Cengage Learning.
  • Orhan, G. ve Beyhan, Ö. (2020). Teachers’ Perceptions and Teaching Experiences on Distance Education Through Synchronous Video Conferencing During COVID-19 Pandemic. Social Sciences and Education Research Review, 7(1), 8-44.
  • Özdemir, M. (2017). Sosyal Adalet Liderliği, Okula Yönelik Tutum ve Okul Bağlılığı Arasındaki İlişkilerin İncelenmesi. Eğitim ve Bilim, 42(191), 267-281.
  • Özen, Y., ve Gül, A. (2007). Sosyal ve Eğitim Bilimleri Araştırmalarında Evren-Örneklem Sorunu. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (15), 394-422.
  • Page, A., Charteris, J., Anderson, J., ve Boyle, C. (2021). Fostering School Connectedness Online for Students with Diverse Learning Needs: Inclusive Education in Australia During the COVID-19 Pandemic. European Journal of Special Needs Education, 36(1), 142-156.
  • Patton, Q. M. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri (Çev. Edt: M. Bütün ve S. B. Demir). Ankara: Pegem Akademi.
  • Perkins, K. N., Carey, K., Lincoln, E., Shih, A., Donalds, R. A., Schneider, S. K., … ve Green, J. C. (2021). School Connectedness Still Matters: The Association of School Connectedness and Mental Health During Remote Learning Due to Covid-19. The Journal of Primary Prevention, 42(6), 641-648.
  • Pikulski, P.J., Pella, J.E., Casline, E., Hale, A.E., Drake, K.L., ve Ginsburg, G. (2020). School Connectedness and Child Anxiety. Journal of Psychologists and Counsellors in Schools, 30(1), 13-24.
  • Reddy, R., Rhodes, J. E., ve Mulhall, P. (2003). The Influence of Teacher Support on Student Adjustment in the Middle School Years: A Latent Growth Curve Study. Development and Psychopathology, 15(1), 119-138.
  • Resnick M. D., Bearman P. S., Blum R. W., Bauman K. E., Harris K. M., Jones J., ve Udry J. R. (1997). Protecting Adolescents from Harm. Journal of the American Medical Association, 278, 823–832.
  • Riding, S., Thévenon, O., Adema, W. ve Dirwan, G. (2021). Looking Beyond COVID-19: Strengthening Family Support Services Across the OECD. OECD Social, Employment and Migration Working Papers, 260. https://www.oecd-ilibrary.org/social-issues-migration-health/looking-beyond-covid-19_86738ab2-en, [Erişim tarihi: 14.12.2024].
  • Rovai, A. P. (2002). Development of an Instrument to Measure Classroom Community. The Internet and Higher Education, 5(3), 197-211.
  • Saavedra, J. (2020). Educational Challenges and Opportunities of the Coronavirus (COVID-19) Pandemic. World Bank Blogs. https://blogs.worldbank.org/education/educational-challenges-andopportunitiescovid-19-pandemic, [Erişim tarihi: 10.12.2023].
  • Sezgin, F. (2010). Öğretmenlerin Örgütsel Bağlılığının Bir Yordayıcısı Olarak Okul Kültürü. Eğitim ve Bilim, 35(156).
  • Şener, M. (2022). COVID-19 Pandemisi Sürecinde Okula Bağlılığın Okul Sosyal Hizmeti Açısından İncelenmesi. Yüksek Lisans Tezi. Karabük: Karabük Üniversitesi.
  • Thompson, D. R., Iachan, R., Overpeck, M., Ross, J. G. ve Gross, L. A. (2006). School Connectedness in the Health Behavior in School‐Aged Children Study: The Role of Student, School, and School Neighborhood Characteristics. Journal of School Health, 76(7), 379-386.
  • UNESCO (2020). Education: From Disruption to Recovery. https://en.unesco.org/covid19/educationresponse, [Erişim tarihi: 10.12.2023].
  • UNESCO (2020). Half of World’s Student Population Not Attending School: UNESCO Launches Global Coalition to Accelerate Deployment of Remote Learning Solutions. https://en.unesco.org/news/half-worlds-student-population-not-attending-school-unesco-launches-global-coalition-accelerate, [Erişim tarihi: 10.12.3023].
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There are 53 citations in total.

Details

Primary Language Turkish
Subjects Psychological Foundations of Education, Social and Humanities Education (Excluding Economics, Business and Management)
Journal Section Araştırma Makaleleri
Authors

Sevgi Bektaş Bedir 0000-0003-3794-9247

Ozan Selçuk 0000-0002-2852-7491

Publication Date February 29, 2024
Submission Date January 15, 2024
Acceptance Date February 18, 2024
Published in Issue Year 2024 Issue: 14

Cite

APA Bektaş Bedir, S., & Selçuk, O. (2024). Zorlu Dönemlerde Öğrencilerin Okul Bağlılığına İlişkin Öğretmen Deneyimlerinin Keşfedilmesi. Korkut Ata Türkiyat Araştırmaları Dergisi(14), 1154-1169. https://doi.org/10.51531/korkutataturkiyat.1420374