Discriminatory Behaviors of School Administrators and Their Reflections on Schools
Abstract
This study examines the reflections of school principals' discriminatory behaviors on schools based on the views of teachers working at different educational levels. The study group consisted of 14 teachers working in Malatya province. Designed using qualitative research methods, the study followed a phenomenological approach. Data were collected through a semi-structured interview form prepared by the researcher and focus group interviews. The data were analyzed using content analysis, initially categorized, and evaluated based on the emerging themes. The research findings revealed three main themes: discriminatory behaviors in the school environment, how teachers perceive these discriminatory behaviors, and suggestions for preventing such behaviors. It was found that some teachers experienced exclusion, injustice, unfair treatment, loss of motivation, loneliness, and low school attachment due to discriminatory behaviors. Teachers participating in the study emphasized that the most critical measures for eliminating discriminatory behaviors include training for school administrators, performance-based evaluation, establishing institutional school structures, and implementing inclusive practices. The recommendations are developed based on research findings. School administrators must develop the ability to treat all teachers equitably, regardless of gender, culture, political ideology, or other factors. Clear policies to prevent discrimination in school environments should be implemented, and staff members should be actively involved in decision-making processes. The selection and training of school administrators should prioritize merit and qualifications to ensure effective leadership.
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References
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