School Violence: School Administrators Perspectives and Ways of Solution in TURKEY

Abstract

The purpose of this study is to determine the ways primary education administrators solve events of violence as a problem. To this end, sample cases of violence were derived from the school violence news appearing on media organs in the last four years. They were categorized based on the type of violence. Data were collected via a semi-structured interview form developed by the researcher and administered to school administrators. In-depth data were collected in regard to the ways they would solve problems. The content formed by the obtained data was evaluated via systematic, descriptive analysis. To determine the problem of violence in school, school administrators mostly turn to teachers' and students' views and video-recording and sound-recording. To solve the problems, on the other hand, they resort to family/parent training and implement what is prescribed in the legislation. The administrators did not express any opinion about predetermined possible solutions.

Learning mediation via Web 2.0 tools in the context of school health and safety

“…Firstly, the participants conducted the study within a framework of legal legislation in order to create content related to their own specific subject areas. Despite the existence of legislation, there have been notable information and perception deficiencies in its implementation (Çalık et al, 2018;Hernandez et al, 2010). For this reason, integrating appropriate content into the materials design and construction was an important area of critique, which was successfully achieved by the preservice teachers.…”

School Safety as a Management Imperative to Learner Academic Achievement

“…The school community should support and be involved in preventing all forms of violence and bad behaviour at school. The youth and adults in the school community must act as really authority figures and role models (Çalık, Tabak, & Tabak, 2018)). They should be incorporated in the running of crime prevention programmes so that the complimentary role of school and community is made manifest in the life of schools.…”

Öğretmen Adaylarinin Duygu Durumlarinin Farkli Siniflamalara Göre İncelenmesi̇

“…The emotional identity of a class or a school is a distinctive feature from others. It is reported that teachers who experience negative emotions and reflect them in their actions negatively affect the development of students and schools in various aspects (Çalık, Tabak and Yavuz Tabak, 2018;Demirtaş and Küçük, 2016;Gasser, Grütter, Buholzer and Wettstein, 2018;Schenke, Ruzek, Lam, Karabenick and Eccles, 2018). The contradictory demands of complex work-life relationships can drag individuals into fear and anxiety (Morgan, 2010).…”