Bullying from the Perspective of Multigrade Classroom Teachers
Abstract views: 568
/ 
PDF downloads: 483
/ PDF downloads: 374
DOI:
https://doi.org/10.14689/enad.34.1681Keywords:
Multigrade classroom, bullying, primary schoolAbstract
Multigrade classrooms are classrooms where multiple grades are combined into a single class due to factors such as small numbers of students, teachers, or classrooms, and they are usually taught by one teacher. This study examined the opinions of primary school teachers with experience in multigrade classrooms regarding bullying. The teachers’ opinions were examined within the categories of definitions of bullying behaviors, types and causes, coping strategies, effects, and preventive measures. The qualitative research method of multiple case studies was applied. The teacher group was selected from among a readily accessible sample and semi-structured interview forms were administered. MAXQDA 2020 software was used to analyze the data and organize the findings. These findings showed that bullying behavior is generally exhibited by older and stronger students, and that the presence of different age groups together also contributes to bullying behavior. It was concluded that age differences stood out in the definitions of bullying offered by teachers in multigrade classrooms, and verbal, physical, and social types of bullying were observed. It is recommended that courses on multigrade classrooms and bullying be added to primary teacher education programs, “Teaching in Multigrade Classrooms” be made a mandatory course, and issues related to bullying be included in the contents of that course to ensure the development of teachers in these areas.
References
Akbaşlı, S. & Pilten, Ö. (1999). Birleştirilmiş sınıflarda öğretim. Konya: Mikro Yayınevi.
Balat, Ş., Kayalı, B., Gündüz, A., & Göktaş, Y., (2019). Doktora tezlerinde alınan geçerlik ve güvenirlik önlemleri. 28th International Conference on Educational Sciences-ICES/UEBK (pp.51-69). Ankara, Turkey
Besag, V. E. (1989). Bullies and victims in schools. Britain: Open University Press.
Binbaşıoğlu, C. (1983). Birleştirilmiş sınıflarda öğretim rehberi. Ankara: Binbaşıoğlu Yayınevi.
Creswell, J., W. (2017). Research design: Qualitative, quantitative, and mixed method approaches. Ankara: Eğiten Kitap.
Çayırdağ, N. (2006). İlköğretimde 7. ve 8. sınıf öğrencilerinin okul kültürünü algılayışları ile zorbalık eğilimleri ve zorbalıkla baş etme düzeyleri arasındaki ilişkilerin incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi). İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
Erdem, A., R., Kamacı, S., Aydemir, T. (2005). The problems of the primary school teachers in charge of teaching and training united classrooms: Denizli case. Journal of Theory & Practice in Education, 1(1-2), 3-13.
Erişen, Y. (1998). Program geliştirme modelleri üzerine bir inceleme. Educational Administration: Theory and Practice, 13(13), 79-97.
Ertuğrul, F. (2019). Peer bullying and relationship betweeen sociodemographic characteristics of teenanagers (Unpublished Master's Thesis). Istanbul Aydin University, Social Sciences Institute, Istanbul.
Köksal, K. (2005). Birleştirilmiş sınıflarda öğretim. Ankara: Pegem Yayıncılık
Milli Eğitim Bakanlığı, (2019, 25 Aralık). 2023 Vizyonu. Ankara: Temel Eğitim Genel Müdürlüğü. Erişim adresi: http://tegm.meb.gov.tr/www/2023-vizyonu/icerik/23
Miles, M. B.& Huberman, A. M. (1994). Qualitative Data Analysis: An expanded sourcebook (2nd Edition), London: Sage.
Olweus, D. (1993). Bullying at school: what we know and what we can do. Cambridge, MA: Blackwell,
Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education, 12(4), 495-510.
Öksüz, Y., Çevik, C. & Kartal, A. (2012), Study of bullying circumstances between 4th and 5th grade students of primary education according to various variables (Ri̇ze province example). Journal of Turkish Studies, 7(3), 1911-1934.
Özben, K. (2000). The problems in the application of the ‘united class’. Pamukkale University Journal of Education, 8(10), 162-171.
Pişkin, M. (2002). Okul zorbalığı: Tanımı, türleri, ilişkili olduğu faktörler ve alınabilecek önlemler. Educational Sciences: Theory & Practice, 2(2), 533-551.
Rambaran, J. A., Dujin, M. A. J. V., Dijkstra, J. K. & Veenstra, R. (2017). Peer victimization in single-grade and multigrade classrooms. Aggressive Behavior, 45(5), 561–570.
Şahin, Ç., Şahin, C., Taşla, H., Çınar, İ., Biçer, K., Ünver, N., Genç, S. Z., Altan, T. (2012). Birleştirilmiş Sınıflarda Öğretim. Ankara: Pegem Akademi.
Tamer, N. ve Vatanartıran, S. (2014). Ergenlerin teknolojik zorbalık algıları. Online Journal Of Technology Addiction & Cyberbullying, 1(2), 1-20.
Taşdemir, M. (1997). Birleştirilmiş sınıflarda öğretim. Ankara: Baran Ofset.
Tekışık, H.H. & Mıhçı, C. (1962). Birleştirilmiş sınıflı köy okullarında öğretim. Ankara: Rehber Yayınevi.
Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: SeçkinYayıncılık
Yılmaz, M., Yener, Y., & Yılmaz, B. (2021). Comparison of 2007 and 2018 primary school teacher education programs and recommendations for the new program. MANAS Journal of Social Studies, 10(2), 918-932.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Qualitative Research in Education
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
