Problems and expectations of girls in imam hatip high school (İstanbul-Güngören example)

The Imam-Hatip High Schools whose the first examples were Medresetu'l- Vâizîn in 1912 and Medresetu'l-Eimme in 1913 were opened in 1924 as Imam-Hatip Mektebi. Following its closure in 1920, it started education as being IHO in 1951. Then, it was converted to IHL in 1973 and to AIHL in 1985. The number of the schools that had increased in time, was dramatically decreased and limited due to MGK verdicts, that reached in 1997, which caused the members of schools to enter into troublesome days. The problem of subject weighting in university entrance score was abolished in 2011, and the Imam-Hatip Secondary Schools were opened by abolishing 8-year continuous compulsory education in 2012. Nowadays the development and transformation of the schools continues with the oppening of International and Project AİHLs and the creation of opportunities to enter some İHLs without examination. In the survey conducted to measure the impact of recent developments on schools, the students were identified in the light of information about their personal details, socioeconomic status, personality characteristics, social activities, effect of the IHLs in life, preferences, pleasure, and opinions for education. This research focuses on the expectations of the IHL students from their families, teachers, school counselling service, school administration, and friends about overcoming the problems including handling their problems and fulfilling their expectations, the reasons why problems cannot be solved, the areas their difficulties and expectations concentrate, and the solutions of the issues in education and personal life. As a result, in-school and out-of-school solitions for students problem were queried. In a survey conducted in three Imam Hatip High Schools with different characteristics in Istanbul Güngören with the participation of 890 students, it was determined that students become lonely with the impact of social media. Moreover, because of the distances the put between themselves and people, they cannot fully get the attention and support they need. Resulting in, they have been found to have problems in expressing themselves and solving their problems. At this point, in order to solve the problems of the students, to meet their expectations, and, most importantly, to solve the problems of loneliness; society, educators, families, and the students should take responsibility, and it is necessary to develop some solver policies by state.