This study investigates Turkish children's perception of violence in school as represented through drawings and narratives. In all, 66 students (12 to 13 years old) from the middle socioeconomic class participated. To elicit children's perception of violence, they were asked to draw a picture of a violent incident they had heard, experienced, or witnessed. Children mostly drew pictures of violent events among children (33 pictures). Also, there were pictures of violent incidents perpetrated by teachers and directors against children. It was observed that violence influenced children. Violence was mostly depicted in school gardens (38 pictures), but there were violent incidents everywhere, such as in classrooms, corridors, and school stores as well. Moreover, it was found that brute force was the most referred way of violence in the children's depictions (38 pictures). In conclusion, children clearly indicated that there was violence in schools and they were affected by it.
Bu araştırmanın amacı, Milli Eğitim Bakanlığı'na bağlı kamu okullarında görev yapan öğretmenlerin örgütsel destek algısı ve işe adanmışlık düzeyleri arasındaki ilişkiyi incelemektir. Araştırmanın hedef evreni, Ordu ilinin en büyük üç ilçesi olan Altınordu, Ünye ve Fatsa'daki kamuya bağlı ilkokul ve ortaokullardan oluşmaktadır. Araştırmanın örneklemi, küme örnekleme yöntemi ile belirlenen, 20 ilk/ortaokulda görev yapan öğretmenlerden oluşmaktadır. İlişkisel tarama modelinin kullanıldığı araştırmada veriler, "Algılanan Örgütsel Destek Ölçeği" ve "İşe Adanmışlık Ölçeği" kullanılarak elde edilmiştir. Araştırma sonucunda, algılanan örgütsel destek ile işe adanmışlık arasında pozitif yönlü anlamlı bir ilişki olduğu ve öğretmenlerin işe adanmışlıklarının %14,7 oranında algılanan örgütsel destek düzeylerine bağlı olduğu ortaya çıkmıştır.
Name‐calling is a common problem among primary school children in Turkey as in other countries. The Name‐Calling Survey and Peer Beliefs Inventory were used to determine the relationships between name‐calling and peer beliefs amongst a group of 319 primary school children in Turkey. Name‐calling was found to be more common amongst boys than girls. A negative relationship was found between name‐calling and peer beliefs, so that the greater experience of name‐calling, the more children disliked their peers. Gender and grade level were found to have a significant negative relationship. The name‐calling experiences of students affected their friendship relationships negatively, which contributed to violence in schools. School counsellors must be aware of name‐calling victims and perpetrators, as well as organizing educational programmes aimed at helping students to cope with these problems.
ABSTRACT:The purpose of this study was to examine the students' perceptions about the school climate in schools where violence takes place. Participants included 411 students (197 female and 214 male). In this study, as data collecting means, Comprehensive Assessment of School Environment was used. The collected data were analyzed with independent samples t test and fixed effects variance analysis, and the significance level p<,05 was used. The results showed that female participants had positive perceptions of guiding, lesson management, sexual harassment and sexual discrimination compared to male participants; younger students had more positive perceptions about the school climate than older students. It was found that 8th grade students felt safer than any other grades. Key Words: School climate, violence, gender. SUMMARY Purpose and Significance:Creating a positive school climate in the creation of safe school environment and reducing school violence. The purpose of this study was to examine the students' perceptions about the school climate in schools having violence incidents.
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