Okulda şiddetle baş etmede öğretmen becerilerinin gelişimine yönelik şiddetsiz karşı koyma programının etkisi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, okulda şiddetle baş etme konusunda öğretmenlik becerilerini geliştirmeye yönelik şiddetsiz karşı koyma öğretmen programının etkisi incelenmiştir. Çalışma grubu Adana'da bir ilkokulda görev yapan 14 deney ve 14 kontrol grubundan oluşan sınıf öğretmenleridir. Haftada bir oturum olmak üzere 120 dk süren on oturumluk "Şiddetsiz Karşı Koyma Öğretmen Programı'' uygulanmıştır. Araştırma karma yöntemlerinden sıralı dönüşümsel tasarım modelli bir çalışma olup çalışmanın verileri nicel ve nitel olarak toplanmıştır. Deney ve kontrol grubuna ön-test olarak "Sınıf İçi İstenmeyen Öğrenci Davranışlarına Yönelik Öğretmen Tutumları'' ölçeğiyle birlikte "Sınıf Yönetimi Ölçeği'' uygulandıktan sonra deney grubundan oluşan öğretmenlere on oturumdan oluşan "Şiddetsiz Karşı Koyma Öğretmen Programı'' uygulanırken kontrol grubuna herhangi bir çalışma yapılmamıştır. Program uygulandıktan sonra deney ve kontrol grubuna son-test uygulanmıştır. Deney ve kontrol grubundaki öğretmenlere üç ay sonra izleme testi uygulandıktan sonra ölçek sonuçları SPSS 25 paket programıyla analiz edilmiştir. Analiz sonuçlarına bakıldığında, deney grubu öğretmenlerinin sınıf içi istenmeyen öğrenci davranışlarına yönelik öğretmen tutumları ölçeğinin ön-test son testi puanları arasında anlamlı bir farklılık olduğu görülmüştür. İzleme testinin sonucunda ise uygulanan programın etkisinin olumlu yönde devam ettiği tespit edilmiştir. Kontrol grubuna ise herhangi bir müdahalede bulunulmamıştır. Deney grubu öğretmenlerinin sınıf yönetimi ölçeğinin alt boyutları olan cezalandırma, ilgiyi sürdürme ve sorun çözme ve uyarma boyutları ön test ve son test puanları arasında anlamlı bir farklılık olduğu görülmüş olup bu etkinin devam ettiği izleme testi sonuçlarıyla da tespit edilmiştir. Program uygulandıktan sonra araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formuyla deney grubundaki öğretmenlerle görüşme yapılarak nitel veriler toplanmıştır. Nitel veriler NVIVO13 programına aktarılarak içerik analizi yöntemiyle analiz edilip kod ve kategoriler oluşturularak ''Şiddetsiz Karşı Koyma Öğretmen Programının'' etkililiği incelenmiştir. Nitel veriler incelendiğinde programın okuldaki destek sistemi, okulda öğretmen varlığı, şiddete direnç gösterme, problemleri önceliklendirme ve oturma eylemi boyutlarının okul içindeki şiddetle baş etme ve öğretmenlik becerilerinin gelişimine katkı sağladığı, öğretmenlerin şiddetle baş etme konusunda farkındalıklarının arttığı ve farklı bir bakış açısı kazandıkları ortaya çıkmıştır. Şiddetsiz karşı koyma programının öğretmenlerin sınıfta öğrencilerin istenmeyen davranışlarıyla baş etme ve sınıf yönetiminde öğrencileriyle olan ilişkilerine olumlu yönde katkı sağladığı görülmüştür.
In this study, the effect of the nonviolent resistance teacher program to improve teacher skills in dealing with violence at school was examined. The study group is classroom teachers working in a primary school in Adana, consisting of 14 experimental and 14 control groups. The "Nonviolent Resistance Teacher Program" was implemented in ten sessions, one session per week, lasting 120 minutes. The research is a mixed methods study with a sequential transformational design model and the data of the study were collected both quantitatively and qualitatively. After applying the "Classroom Management Scale" along with the "Teacher Attitudes Towards Unwanted Student Behaviors in the Classroom" scale as a pre-test to the experimental and control groups, the "Nonviolent Resistance Teacher Program" consisting of ten sessions was applied to the teachers in the experimental group, while the control group did not receive any study. It has not been done. After the program was implemented, a post-test was applied to the experimental and control groups. After a follow-up test was applied to the teachers in the experimental and control groups three months later, the scale results were analyzed with the SPSS 25 package program. Looking at the analysis results, it was seen that there was a significant difference between the pre-test and post-test scores of the experimental group teachers on the scale of teacher attitudes towards undesirable student behaviors in the classroom. As a result of the monitoring test, it was determined that the implemented program continued in a positive direction. No intervention was made to the control group. It was observed that there was a significant difference between the pre-test and post-test scores of the experimental group teachers in the sub-dimensions of the classroom management scale, namely punishment, maintaining interest, problem solving and warning, and it was also determined by the follow-up test results that this effect continued. After the program was implemented, qualitative data was collected by interviewing the teachers in the experimental group with the semi-structured interview form developed by the researcher. The effectiveness of the Nonviolent Resistance Teacher Program was examined by transferring the qualitative data to the NVIVO13 program, analyzing it with the content analysis method, and creating codes and categories. When the qualitative data were examined, it was revealed that the program's support system at school, teacher presence at school, resistance to violence, prioritization of problems and sit-in dimensions contributed to the development of teaching skills and coping with violence in the school, and that teachers' awareness of coping with violence increased and they gained a different perspective. It has been observed that the nonviolent resistance program contributes positively to teachers' relationships with their students in dealing with students' undesirable behaviors in the classroom and in classroom management.
In this study, the effect of the nonviolent resistance teacher program to improve teacher skills in dealing with violence at school was examined. The study group is classroom teachers working in a primary school in Adana, consisting of 14 experimental and 14 control groups. The "Nonviolent Resistance Teacher Program" was implemented in ten sessions, one session per week, lasting 120 minutes. The research is a mixed methods study with a sequential transformational design model and the data of the study were collected both quantitatively and qualitatively. After applying the "Classroom Management Scale" along with the "Teacher Attitudes Towards Unwanted Student Behaviors in the Classroom" scale as a pre-test to the experimental and control groups, the "Nonviolent Resistance Teacher Program" consisting of ten sessions was applied to the teachers in the experimental group, while the control group did not receive any study. It has not been done. After the program was implemented, a post-test was applied to the experimental and control groups. After a follow-up test was applied to the teachers in the experimental and control groups three months later, the scale results were analyzed with the SPSS 25 package program. Looking at the analysis results, it was seen that there was a significant difference between the pre-test and post-test scores of the experimental group teachers on the scale of teacher attitudes towards undesirable student behaviors in the classroom. As a result of the monitoring test, it was determined that the implemented program continued in a positive direction. No intervention was made to the control group. It was observed that there was a significant difference between the pre-test and post-test scores of the experimental group teachers in the sub-dimensions of the classroom management scale, namely punishment, maintaining interest, problem solving and warning, and it was also determined by the follow-up test results that this effect continued. After the program was implemented, qualitative data was collected by interviewing the teachers in the experimental group with the semi-structured interview form developed by the researcher. The effectiveness of the Nonviolent Resistance Teacher Program was examined by transferring the qualitative data to the NVIVO13 program, analyzing it with the content analysis method, and creating codes and categories. When the qualitative data were examined, it was revealed that the program's support system at school, teacher presence at school, resistance to violence, prioritization of problems and sit-in dimensions contributed to the development of teaching skills and coping with violence in the school, and that teachers' awareness of coping with violence increased and they gained a different perspective. It has been observed that the nonviolent resistance program contributes positively to teachers' relationships with their students in dealing with students' undesirable behaviors in the classroom and in classroom management.
Açıklama
Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Rehberlik ve Psikolojik Danışmanlık Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Psikoloji
