Middle school teachers' responses to bullying

Yıl 2021, Cilt: 4 Sayı: 1, 203 - 226, 31.05.2021

Ahmet Öztürk Jale Eldeleklioğlu

https://doi.org/10.33400/kuje.912298

Cited By: 1

Öz

Bullying, which has been a concern for more than a century and continues to be an important social problem for bullies and victims up to the present is a common problem in schools around the world. Since teachers play an important role in providing safe and supportive environments in schools, it is critical to demonstrate systematically how teachers respond to bullying. There is a need to identify potential strategies for teachers' forms of intervention in bullying and even to establish a systematic framework for it. The aim of this research is to reveal potential strategies about the way teachers respond to bullying and to establish a systematic framework related to it. The phenomenological approach which is from qualitative research designs was used in this study. Also, semi-structured interview method was used in this research due to its features such as obtaining the desired information completely and in depth. The study group was formed by using the convenience sampling method and the criterion sampling method. Semi-structured interviews were conducted with 25 middle school teachers who are working in fifth through eighth classrooms to determine their experiences with bullying and get in-depth information. The data obtained from the research were coded by two independent coders and subjected to inductive content analysis. Analysis of the answers given by the interviewed teachers regarding the forms of intervention in bullying revealed a two-dimensional (Teacher intention-teacher participation) model that includes four forms of intervention theme (constructive-direct, constructive-indirect, punitive-direct, punitive-indirect). This model differs from the studies that examine the way of intervention in bullying by either the participant student (victim, bully, bystander) or by the type of bullying (verbal, relational, physical) only, allowing both the aim of the teacher and the participation of the teacher to be examined simultaneously. Future research that will validate or revise this two-dimensional model is thought to provide researchers and educators with a comprehensive and valuable way to assess and categorize the forms of teachers' intervention in bullying.

Anahtar Kelimeler

middle school, bullying, teachers, forms of intervention

Ortaokul öğretmenlerinin zorbalığa müdahale biçimleri

Öz

Yüzyılı aşkın süredir endişe kaynağı olan ve günümüze kadar zorbalar ve mağdurlar için önemli bir sosyal sorun olmaya devam eden zorbalık, dünya genelinde okullarda yaşanan yaygın bir sorundur. Okullarda güvenli ve destekleyici ortamlar sağlamada oynadıkları önemli rolden dolayı öğretmenlerin zorbalığa müdahale biçimlerinin sistematik bir şekilde ortaya konması kritik bir öneme sahiptir. Öğretmenlerin zorbalığa müdahale biçimleri için potansiyel stratejileri belirleme hatta bunun için sistematik bir çerçeve oluşturma ihtiyacı vardır. Yapılan bu araştırmanın amacı öğretmenlerin zorbalığa müdahale biçimleri konusunda potansiyel stratejilerin ortaya konması ve bununla ilgili sistematik çerçevenin oluşturulmasıdır. Bu çalışmada nitel araştırma desenlerinden fenomenolojik yaklaşım kullanılmıştır. Ayrıca istenen bilgilerin eksiksiz ve derinlemesine elde edilmesi sağlamasından dolayı yarı yapılandırılmış görüşme yöntemi kullanılmıştır. Çalışma grubu, kolay ulaşılabilir durum örneklemesi ve ölçüt örnekleme yöntemi kullanılarak oluşturulmuştur. Zorbalıkla ilgili deneyimlerini belirlemek ve derinlemesine bilgi almak için 5. sınıftan 8. sınıfa kadar eğitim kademelerinde görev yapan 25 ortaokul öğretmeni ile yarı yapılandırılmış görüşmeler yapılmıştır. Araştırmadan elde edilen veriler bağımsız kodlayıcılar tarafından kodlanarak tümevarımcı içerik analizine tabi tutulmuştur. Görüşülen öğretmenlerin zorbalığa müdahale biçimleri ile ilgili verdikleri yanıtların analizi, dört müdahale temasını (Yapıcı-doğrudan, yapıcı-dolaylı, cezalandırıcı-doğrudan, cezalandırıcı-dolaylı) içeren iki boyutlu (Öğretmen niyeti-öğretmen katılımı) bir modeli ortaya koymuştur. Bu müdahale modeli öğretmenlerin zorbalığa müdahale biçimlerini, katılımcı öğrenciye (mağdur, zorba, seyirci) ya da zorbalığın türüne (sözel, ilişkisel, fiziksel) göre inceleyen araştırmalardan hem öğretmen amacının hem de öğretmen katılımının eşzamanlı olarak incelenmesine olanak sağlaması yönüyle ayrılmaktadır. Bu iki boyutlu modeli doğrulayacak ya da revize edecek gelecekteki araştırmalar, araştırmacılara ve eğitimcilere, öğretmenlerin zorbalığa müdahale biçimlerini değerlendirmek ve kategorize etmek için kapsamlı ve değerli bir yol sunacağı düşünülmektedir.

Anahtar Kelimeler

ortaokul, zorbalık, öğretmenler, müdahale biçimleri

Kaynakça

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