EVALUATION OF TEACHERS’ OPINIONS TOWARDS DISAPPROVED BEHAVIORS OF STUDENTS

Abstract

The aim of the study is to reveal how primary, secondary and high school teachers define students’ diapproved behaviors, how the teachers overcome these behaviors and how the teachers evaluate the support of school counselor for these behaviors. Additionally, in the study it is examined whether there is a significant difference between teachers’ approaches (suitable/unsuitable) to students’ disapproved behaviors according to collaboration with school counselor, school level and gender. The sample group consists of 30 teachers serving at elementary, secondary and high school levels in Istanbul. “Teacher Assessment Form” and “Personal Information Form” were used to collect data. Mixed research design was employed in the study. The collected data were subjected to quantitative and qualitative analyses. Frequency (f) and percentage (%) calculations were performed for quantitative analysis. Furthermore, bivariate chi-square (X 2 ) and Fisher Exact tests were performed using the crosstabs technique. Descriptive analysis was made for qualitative analysis. As a result, a significant difference between teachers’ approaches towards diapproved behaviors of students was found out. Additionally, there is a significant difference between teachers’ approaches towards dispproved behaviors of students according to collaboration with school counselor. But there is no significant difference between teachers’ approaches according to teachers’ gender and teachers serving school level. OĞRETMENLERIN ISTENMEYEN OĞRENCI DAVRANISLARINA YONELIK GORUSLERININ DEĞERLENDIRILMESI Arastirmanin amaci, ilkokul, ortaokul ve liselerde gorev yapan ogretmenlerin okul ortaminda karsilastiklari istenmeyen ogrenci davranislarini nasil tanimladiklarini, bu davranislara nasil yaklastiklarini ve bu konuda okul psikolojik danismaninin verdigi yardimi nasil degerlendirdiklerini ortaya koymaktir. Arastirmada ayrica, ogretmenlerin istenmeyen ogrenci davranislarina yonelik yaklasimlarinin (uygun / uygun degil), okul duzeyine, cinsiyete ve okul danismani ile isbirligi yapmalarina gore anlamli bir farklilik gosterip gostermedigi de incelenmistir. Arastirmanin calisma grubunu, Istanbul ilinde, ilkokul, ortaokul ve lise duzeyinde gorev yapan 30 ogretmen olusturmustur. Verilerin toplanmasi icin “Ogretmen Degerlendirme Formu” ve “Kisisel Bilgi Formu” kullanilmistir. Arastirmada, karma arastirma modellerinden “asama boyunca karma model” kullanilmistir. Toplanan veriler uzerinde nitel ve nicel cozumleme yapilmistir. Nitel cozumleme icin betimsel analiz yapilmistir. Nicel cozumleme icin frekans (f) ve yuzdelik hesaplari (%) yapilmistir. Ayrica, capraz tablo (crosstabs) teknigi ile iki degiskenli kay-kare (X 2 ) (Chi Square Test) ve Fisher Exact testi yapilmistir. Arastirmanin sonucunda, ogretmenlerin istenmeyen ogrenci davranislarina yaklasimlari arasinda anlamli bir farklilik bulunmustur. Ayrica, ogretmenlerin okul psikolojik danismani ile isbirligi yapmalarina gore istenmeyen ogrenci davranislarina yaklasimlari arasinda da anlamli bir farklilik bulunmustur. Ancak, ogretmenlerin cinsiyeti ve gorev yaptiklari okul duzeyi ile istenmeyen ogrenci davranislarina yaklasimlari arasinda anlamli bir farklilik bulunmamistir.