Taşımalı ve Birleştirilmiş Sınıf Uygulaması Yapan İlkokullarda Akran Zorbalığı

Abstract

The main purpose of this research is to examine the experiences and thoughts of students attending multi-grade primary schools and students attending transported primary schools about peer bullying. In this research, which was carried out in accordance with the qualitative research approach, the basic qualitative research method was used. Research data were obtained from semi-structured interviews with the participants. The study group of the research consisted of students studying at multi-grade primary schools and transported primary schools in the province of Tokat. The students in the study group were determined in accordance with the principle of maximum diversity sampling, which is one of the qualitative sampling types. It consists of 19 students from three village primary schools and 12 students from three transported primary schools. Research findings reveal that peer bullying in primary schools that implement multi-grade classrooms is a very rare condition. On the other hand, students attending transported primary schools stated that they were more exposed to peer bullying and that the bullying that started on the way to school continued until they returned home from school. It was remarkable that the multi-grade students who participated in the interview during the data collection process expressed themselves effectively and they were more self-confidence during the half-hour interview. The students attending the transported primary schools displayed more introverted, shy and timid attitudes during the interview. The fact that young children living in villages are taken from their families, come to school after traveling a certain distance every day, receive education, and transition to a new environment at a very early age is a situation which creates more diffuculty for these students compared to studentswho got to schools near their home. Students attending transported primary schools are exposed to bullying by their peers in the schoolyard, classroom and cafeteria. The students who commute by bus and experience the class discrimination between rural and urban areas such as being excluded from the games, being excluded, humiliated and marginalized want to go to schools in their own villages. They feel alien and rejected at the transport schools they study.