ELMAS ALVER, TUFAN ADIGÜZEL, Osman ÖZTÜRK

İSTANBUL'DA 11 AYRI OKUL ÇEŞİDİNDE OKUL GÜVENLİĞİ ARAŞTIRMASI

Okulda güvenliğin sağlanması ve okullarda şiddetin önlenerek öğrencilerin kendilerini güvende hissetmeleri, okullarda eğitim etkinliklerinin sürdürülebilmesinin de ön koşullarından biridir. Öğrencilerin okula yönelik algılarını ve bu algıları etkileyecek faktörleri belirlemek ve okullarda alınabilecek önlemleri düzenlemek güvenli okulun amaçlarından biridir. Bu çalışmada, CSG-BAU Güvenli Okul Projesi kapsamında İstanbul İl Milli Eğitim Müdürlüğü ile imzalanan protokole göre belirlenen İstanbul'daki 11 farklı ilçeden 11 ayrı okulda okul iklimi ampirik olarak incelenmiştir. Araştırmanın katılımcılarını 2014-2015 Öğretim yılında amaçlı örnekleme yapılarak seçilen 11 okuldaki 5. sınıftan 12.sınıfa kadar olan öğrenci (n = 2437) ve (n = 261) öğretmenler oluşturmaktadır. Araştırmada veri toplama aracı olarak okul iklimini dört alt başlık (Akademik Beklenti, Akademik İlgi, İletişim ve Saygı ve Güvenlik) altında değerlendiren Şirin (2010) ölçeği kullanılmıştır. Okul iklimi algısını öğretmen, öğrenci, bölge ve sınıf düzeylerine göre analiz ederken betimsel istatistikler; karşılaştırmalar ve ilişkisel analizlerde ise MANOVA ve Pearson korelasyon istatistikleri kullanılmıştır. Öğretmenlerin ve öğrencilerin okul iklimi algıları olumlu yönde çıkarken, bölgelere ve sınıf düzeylerine göre okul iklimi algısı analiz edildiğinde kullanılan ölçeğin bazı alt ölçeklerinde anlamlı farklar olduğu tespit edilmiştir. Sonuç olarak, öğrenci, öğretmen ve okul çalışanlarının bulundukları çevreden kaynaklanan ve okul dışındaki yaşadıkları olumsuzlukları eğitim ve öğretimlerine odaklanmalarını etkilemediği görülmektedir.

SCHOOL SAFETY STUDY on 11 DIFFERENT SCHOOLS in ISTANBUL

One of pre-conditions that to maintain educational activities is to provide school security and to prevent violence in schools to feel safe students. The purpose of safe school is to determine students' perception towards schools and to state the factors which can influence the perception of students. In this study, school climates of 11 schools specified by the protocol that signed with Ministry Education of Turkey (MEB) were empirically conducted as a part of CSG-BAU Safe School Project. Target population of this study was 5th - 12th grades students and their teachers in public schools in Istanbul. Participants were 2437 students and 261 teachers from 11 public schools conveniently selected from the districts of Istanbul. Şirin (2010) instrument which have four subdomains (academic expectation, academic interest, communication, and respect and safety) was used in this study. Descriptive statistics, MANOVA, and Pearson correlation were conducted when analyzing the perception of the school climate with respect to teacher, student, district and grade. The results showed that the teachers' and students' school climate perceptions were positive, but the school climate perceptions of teachers and students with respect to districts and grades were statistically significant in some subdomains of the instruments. In conclusion, it is seen that negative incidents caused from both school environment and outside the school do not influence students', teachers' and staff's focus on their education and instruction.

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