Publication: Öğretmenlerin akran zorbalığı i̇le i̇lgili görüşleri (özel i̇lkokul ve ortaokul örneği Bakü)
Abstract
Akran zorbalığı genellikle okullarda karşılaşılan ve öğrencileri kaygı, düşük özgüven, akademik problemler gibi pek çok olumsuz yönden etkileyen bir durumdur. Akran zorbalığının derinlemesine araştırılması bu konuya getirilecek çözümler için yol gösterici olacaktır. Akran zorbalığıyla ilgili durumlar okullarda öğretmenler tarafından gözlemlenmektedir. Öğretmenlerin bu gözlemleri derinlemesine keşfedilerek zorbalıkla ilgili bilgilere ulaşılabilir. Bu çalışmanın amacı Bakü’de bir özel okulda çalışan öğretmenlerin akran zorbalığına ilişkin gözlem ve düşüncelerini açığa çıkarmak ve akran zorbalığına nasıl müdahale ettiklerini öğrenmektir. Bu çalışma nitel araştırma yöntemlerinden durum çalışması olarak yapılandırılmıştır. Çalışma grubu amaçlı örnekleme yöntemlerinden maksimum çeşitlilik yöntemi ile seçilmiştir. Öğretmenler seçilirken her yaş grubunda çalışmış öğretmenler seçilmeye çalışılmıştır. Çalışma grubu Bakü’deki bir özel ilk ve orta öğretim okulunda çalışan en az 4 yıl deneyimli 7 öğretmen, 1 okul danışmanı ve 1 koordinatörden oluşmaktadır. Araştırmanın verileri görüşme tekniği kullanılarak toplanmıştır. Görüşmelerde yarı yapılandırılmış görüşme tekniği kullanılmıştır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Veriler analiz edilirken kodlar belirlenmiş, kodlardan kategorilere ve temalara ulaşılmıştır. Çalışma sonucunda 4 tema ve 13 alt tema belirlenmiştir. Araştırma sonucuna göre okulda sosyal ve sözel zorbalığın daha yaygın olduğu gözlemlenmiştir. Katılımcılar çocukların zorbalığa uğradığını daha çok davranışlarından ve halinden gözlemleyerek anladıklarını belirtmişlerdir. Okulda zorbalık çocukların daha serbest olduğu ve öğretmen kontrolünün az olduğu yer ve zamanlarda yapıldığı ifade edilmiştir. Zorbalığın yapılma sebepleri ve zorbalığı etkileyen faktörler olarak ailevi problemler, okulun sistemi ve çocuğun karakter özellikleri olarak açıklanmıştır. Katılımcılar zorbalığa uğrayan çocukların duygusal patlamalar yaşadıklarını, iletişimden kaçındıklarını, özgüvenlerinin düştüğünü ve derse dikkatlerini veremediklerini ifade etmişlerdir. Katılımcılar mağdurları utangaç, özgüvensiz, sosyal becerileri zayıf, kendini savunamayan ve arkadaş edinmekte zorlanan çocuklar olarak tanımlarken; zorbaları agresif, güçlü, popüler, otorite kurmaya çalışan ve ailevi problemleri olan çocuklar olarak tanımlamışlardır. Zorbalık durumunda seyircilerin çoğu sessiz kalırken çok azı öğretmene bildirmektedir. Bazı çocukların zorbalığa uğrayan arkadaşları ise ona destek oldukları veya arkadaşları zorbalık yapan ise kendilerini onlara kanıtlamak için zorbalığa katıldıkları gözlemlenmiştir. Zorbalığa müdahale yöntemleri olarak öğretmenler çocukla ve sınıfla konuştuklarını, ebeveynle iletişime geçtiklerini ve çocuğu okul danışmanına yönlendirdiklerini anlatmışlardır. Okul danışmanları çocuklarla bireysel görüşmeler yapmakta, sınıflarda eğitimler vermekte ve okulda projeler düzenlemektedirler. Yöneticiler ise zorbalık politikası oluşturmakta, ebeveynlerle görüşmeler yapmakta ve okuldan uzaklaştırma gibi cezalar uygulamaktadırlar. Ayrıca okulda davranış çizelgesi, gölge öğretmen, okul koruma ekibi gibi sistemler kullanılmaktadır.
Peer bullying is a common issue in schools that negatively affects students in many ways, including causing anxiety, low self-esteem, and academic problems. Investigating peer bullying in depth can guide the development of effective solutions to address this issue. Incidents related to peer bullying are often observed by teachers in schools. By thoroughly exploring these observations, valuable insights into bullying can be obtained. The aim of this study is to reveal the observations and opinions of teachers working at a private school in Baku regarding peer bullying and to understand how they intervene in such situations. This study is structured as a case study, which is one of the qualitative research methods. The study group was selected using the maximum variation sampling method, a type of purposive sampling. While selecting the teachers, efforts were made to include those who had worked with different age groups. The study group consists of 7 teachers, 1 school counsellor, and 1 coordinator, all of whom have at least 4 years of experience and work at a private primary and secondary school in Baku. Data for the research were collected through interviews, specifically using the semi-structured interview technique. The content analysis method was used to analyse the data. During the analysis, codes were identified, and categories and themes were derived from these codes. As a result of the study, 4 themes and 13 subthemes were identified. According to the research findings, verbal and social bullying were observed to be more common in the school. Participants stated that they recognized when children were being bullied mostly by observing their behaviours and demeanour. It was reported that bullying tends to occur in places and at times when children are more unsupervised and less controlled by teachers. The reasons for bullying and the factors influencing it were explained as family problems, the school system, and the child’s personality traits. Participants indicated that children who were bullied experienced emotional outbursts, avoided communication, had low self-esteem, and struggled to concentrate in class. Participants described the victims as shy, lacking self-confidence, having weak social skills, unable to defend themselves, and having difficulty making friends. On the other hand, bullies were characterized as aggressive, strong, popular, trying to establish authority, and having family-related issues. In bullying situations, most bystanders remain silent, while only a few report the incident to teachers. It was also observed that some children support their bullied friends, while others join in the bullying to prove themselves to their peers. As for intervention methods, teachers reported that they talk to the child and the class, contact parents, and refer the child to the school counsellor. Psychological counsellors conduct one-on-one sessions with students, provide training in classrooms, and organize projects within the school. Administrators create anti-bullying policies, meet with parents, and implement disciplinary actions such as suspension. Additionally, systems like a behaviour chart, shadow teachers, and a safeguarding team are utilized within the school.
Peer bullying is a common issue in schools that negatively affects students in many ways, including causing anxiety, low self-esteem, and academic problems. Investigating peer bullying in depth can guide the development of effective solutions to address this issue. Incidents related to peer bullying are often observed by teachers in schools. By thoroughly exploring these observations, valuable insights into bullying can be obtained. The aim of this study is to reveal the observations and opinions of teachers working at a private school in Baku regarding peer bullying and to understand how they intervene in such situations. This study is structured as a case study, which is one of the qualitative research methods. The study group was selected using the maximum variation sampling method, a type of purposive sampling. While selecting the teachers, efforts were made to include those who had worked with different age groups. The study group consists of 7 teachers, 1 school counsellor, and 1 coordinator, all of whom have at least 4 years of experience and work at a private primary and secondary school in Baku. Data for the research were collected through interviews, specifically using the semi-structured interview technique. The content analysis method was used to analyse the data. During the analysis, codes were identified, and categories and themes were derived from these codes. As a result of the study, 4 themes and 13 subthemes were identified. According to the research findings, verbal and social bullying were observed to be more common in the school. Participants stated that they recognized when children were being bullied mostly by observing their behaviours and demeanour. It was reported that bullying tends to occur in places and at times when children are more unsupervised and less controlled by teachers. The reasons for bullying and the factors influencing it were explained as family problems, the school system, and the child’s personality traits. Participants indicated that children who were bullied experienced emotional outbursts, avoided communication, had low self-esteem, and struggled to concentrate in class. Participants described the victims as shy, lacking self-confidence, having weak social skills, unable to defend themselves, and having difficulty making friends. On the other hand, bullies were characterized as aggressive, strong, popular, trying to establish authority, and having family-related issues. In bullying situations, most bystanders remain silent, while only a few report the incident to teachers. It was also observed that some children support their bullied friends, while others join in the bullying to prove themselves to their peers. As for intervention methods, teachers reported that they talk to the child and the class, contact parents, and refer the child to the school counsellor. Psychological counsellors conduct one-on-one sessions with students, provide training in classrooms, and organize projects within the school. Administrators create anti-bullying policies, meet with parents, and implement disciplinary actions such as suspension. Additionally, systems like a behaviour chart, shadow teachers, and a safeguarding team are utilized within the school.