Exclusion in educational organizations

In this research, it is aimed to describe the phenomenon of exclusion in schools and to put forward suggestions for coping with the problems that arise as a result of exclusion which are based on the experiences of teachers and school administrators working in schools who are affiliated to the Ministry of National Education. The participants of the research consists of fifteen teachers and five school administrators working in secondary education institutions in Aydın province, Efeler district in the 2020-2021 academic year. The research was carried out according to the phenomenology design which is one of the qualitative research designs. In the study, the participants were selected according to the maximum diversity (school type, gender, branch) sampling method, which is one of the purposeful sampling methods. The data was collected by interview method. Semi-structured interview technique was used as data collection tool. The data was analyzed by content analysis technique and research findings were obtained. According to the findings, exclusion is mostly seen as not being accepted into the group and being ignored. It is perceived as a negative experience. Teachers and school administrators are exposed to or witness exclusion in their professional lives. It is mainly applied among teachers and from the administrator to the teacher. It is also seen from the teacher to the administrator. Factors such as trade union divisions, differences in worldviews, unfair school management, shy personality and social incompatibility stand out as the reasons for exclusion. It has been observed that personal characteristics such as gender, professional seniority, branch, age, being critical and hardworking, and having psychological problems also cause exclusion. It was concluded that ego satisfaction, prejudices, inadequacy and jealousy, professional laziness, being new to school, self-interest and personal conflicts lead to exclusion at school. According to these research findings, being appointed to cope with exclusion, seeking a communication channel, choosing to be alone and ignoring the exclusion, and fighting against the exclusionary are among the most frequently used methods. Strategies of seeking ways to enter the excluded group, making extra professional and social efforts, withdrawing from being invisible or, on the contrary, forming one's own group by appearing strong are also used to cope with exclusion. Considering the organizational effects of exclusion, low performance, decreased school success, loss of work motivation, deterioration of educational activities and school climate came to the fore. In addition, organizational effects such as teamwork problems and low sense of belonging, ethical problems and conflict with school were observed. The personal effects of exclusion were sadness and being unhappy, psychological problems, family problems, asocial personality and behavior problems, loss of self-confidence and motivation. Reactions to the organization as a result of exclusion manifested itself as appearing indifferent, being alienated from school, and being opposed to every situation at school. It has also been observed that individual reactions such as quarrelsome behaviors, ignoring the exclusionary source, slander and defamation, and self-blaming are given. It has been found that in order to prevent exclusion at school, there should be a fair and tolerant school administration, the school administration should act as a mediator when necessary and establish a horizontal hierarchical structure. Social activities, cooperation, team and group work, home visits and orientation services to new comers were included in the school culture activities to prevent exclusion.