Geçici Koruma Altındaki Öğrencilerin Uyum Sürecinde Okul İkliminin Rolü: Holistik Bir Yaklaşım

Abstract

The purpose of this study is to reveal the effect of school climate in the adaptation process of students under temporary protection. In the research, school safety, teaching and learning environment and interpersonal relations dimensions of school climate were discussed. An official primary school that has the highest number of students under temporary protection in Niğde province was included in the research and the school was determined by purposeful sampling method. The study carried out in the qualitative research design is a case study in terms of its subject and method. The data of the study were gathered through observations, interviews and document analysis methods. Semi-standardized observation guides and semi-structured interview forms were created as data collection tools. The data collection process was carried out in the 2018-2019 academic year. Within the scope of the research, 16 teachers, 2 school administrators, 14 students under temporary protection and 9 families were interviewed and field observations were conducted. In the analysis process of the research data, content analysis was used and themes were created in the context of sub-problems. The themes were reached in the dimension of school safety are school rules and physical safety; in the dimension of teaching and learning environment are the approach of school management, teacher and peer behaviours towards students under temporary protection and the participation of students under temporary protection; in the dimension of interpersonal relations are teacher-student relationships, peer relationships and school-family relationships. It has been found out that each dimension directly or indirectly affects the behavioral, social and academic adaptation of the student. In the light of the findings, suggestions have been made to create a supportive and embracing school climate that will facilitate the adaptation process.