Analyzing Disciplinary Punishments in High Schools in terms of Different Variables in Turkish Education System

Abstract

This study examined the disciplinary behaviors displayed at secondary education institutions located in Turkey and the disciplinary punishments imposed for those behaviors. The study made an attempt to reveal how disciplinary punishments imposed at high schools were distributed by different variables and whether those punishments varied by year, school type, gender, grade, and province. That was a historical study because it focused on six semesters between the years 2006 and 2009. That was also a descriptive quantitative study as it revealed the disciplinary punishments imposed at the above-mentioned schools. Research data were analyzed via SPSS package. Physical violence behaviors are the most frequently seen disciplinary behaviors at schools. In addition, teachers impose punishments, which should normally be inflicted in the last resort, in the first place. In consideration of the research results, it is recommended to provide teachers with in-service training on the subject of approach to disciplinary problems, to enable them to change their approaches to disciplinary behaviors, and to make pre-service teachers take courses about conflict management during their education at faculties of education.

Provision of Students’ Welfare and its Influence on Discipline Management in Public Secondary Schools at Kisumu County, Kenya

“…According to Belle (2018), an orderly school environment makes students, teachers and other staff to feel connected to and safe at the school's immediate environment. Ergün (2014) enumerates student misbehavior under disciplinary problem in schools to include disobedience, immoral behaviour including foul language, forgery and exam malpractice, physical violence, absconding school responsibilities, misuse of mobile phones, and drug use. Whereas studies have documented that provision of welfare services including sufficient health needs as well as social support is critical in enhancing student satisfaction and consequently academic performance, limited focus has been directed at how the same influence student discipline.…”