Özel Yetenekli Öğrenciler ve Akran Zorbalığı: Özel yetenekli öğrencilerin öğretmenlerinin Görüş ve Deneyimleri

Year 2025, Volume: 5 Issue: 2, 282 - 306, 26.12.2025

Halil Aslan

https://doi.org/10.58667/sedder.1822691

Abstract

Akran zorbalığı, öğrencilerin psikososyal gelişimini olumsuz etkileyen evrensel bir sorundur. Literatürde özel yetenekli öğrenciler arasında akran zorbalığına ilişkin çalışmalar bulunmakla birlikte, bu öğrencilerin öğretmenlerinin görüş ve deneyimleri yeterince ele alınmamıştır. Bu çalışma, özel yetenekli öğrencilerin öğretmenlerinin akran zorbalığına ilişkin görüş ve deneyimlerini ortaya koymayı amaçlamaktadır. Araştırma nitel durum çalışması deseninde yürütülmüş olup; çalışma grubu, Elazığ Bilim ve Sanat Merkezi’nde (BİLSEM) görev yapan 15 öğretmenden oluşmaktadır. Veriler yarı yapılandırılmış görüşme formu kullanılarak toplanmış ve tümevarımsal analiz yöntemiyle incelenmiştir. Bulgular; (1) Tanık olunan zorbalık davranışları, (2) zorbalığın sebepleri, (3) önleyici tedbirler ve (4) öneriler olmak üzere dört ana tema altında toplanmıştır. Sonuçlar, özel yetenekli öğrencilerin fiziksel zorbalıktan ziyade sözel ve ilişkisel zorbalığa maruz kaldıklarını göstermektedir. Öğretmenler zorbalığı önlemek için empati geliştirme ve sınıf kuralları oluşturma gibi stratejiler kullanmaktadır. Araştırmanın verilerinin tek bir kurumdan elde edilmesi ve katılımcı sayısının sınırlılığı, çalışmanın temel kısıtlılığını oluşturmaktadır. Çalışma, öğretmen farkındalığının artırılması ve okul-aile iş birliğinin önemine dikkat çekerek literatüre katkı sağlamaktadır

Keywords

Akran zorbalığı , özel yetenekli öğrenciler , BİLSEM öğretmenleri , nitel durum çalışması.

Gifted Students and Peer Bullying: Opinions and Experiences of Teachers of Gifted Students

Abstract

Peer bullying is a universal problem that negatively affects students' psychosocial development. Although there are studies on peer bullying among gifted students in the literature, the opinions and experiences of their teachers have not been sufficiently addressed. This study aims to reveal the opinions and experiences of teachers of gifted students regarding peer bullying. The research was conducted using a qualitative case study design with 15 teachers working at the Elazığ Science and Art Center (BİLSEM). Participants were selected through criterion sampling, and data were collected using a semi-structured interview form. The data obtained from the interviews were analyzed using inductive analysis and categorized under four main themes: (1) Witnessed bullying behaviors, (2) reasons for bullying, (3) preventive measures, and (4) suggestions. Findings indicate that gifted students are mostly exposed to verbal and relational bullying, while physical bullying is not observed. The fact that the data were obtained from a single institution and a limited number of participants constitutes the main limitation of the study. However, the study contributes to the literature by emphasizing the importance of teacher awareness and family-school collaboration

Keywords

Peer bullying , gifted students , BİLSEM teachers , qualitative case study

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