Discipline problems of teachers, students and families observed in 2nd primary scale and investigation on opinions used in coping strategies

This research is a descriptive study in a scanning model, that quantitive and qualitative methods used together, aimed to determine discipline problems of teachers, students and families observed in 2nd scale of primary schools (6th, 7th and 8th grades) and investigation on opinions used in coping strategies.The research population are consist of teachers from secondary schools in the state, education students studying in these schools and the parents of these students in the central districts of Adana ( Seyhan, Çukurova, Yüreğir, Sarıçam). Research data are collected in a process took place in two stages. Firstly, `random cluster sampling? was made in accordance with `neutrality principle? and 30 schools are determined through chosen 10 for each from respect to lower, middle and upper socio-economic status backgrounds. 310 teachers and 508 students, participated this stage based on voluntariness and data were obtained by applying `Discipline Problems Assessment Questionnaire (DPAQ). For determining the teachers, students and parents working group for interview in second stage, purposive sampling, accessible sampling and maximum variation sampling of non-probability-based sampling techniques, took place in the tradition of qualitative research, was followed and interview was done with 15 teachers, 15 students and 15 parents by based on voluntariness.As a result of the research, the students behavior for disciplinary problems of consensus idea of the teachers are; making a noise, disrespect to friends, damage to materials, take care of other things during the course, constant talking about matters unrelated to course, talking without permission and disturb the friends. The primary behaviors regarded as disciplinary problems of students are disrespect to friends, making a noise, damage to materials, robbery, slander, confiscate the belongings of others by force, throw something to teacher desk, dirty up the class and disturb the friends.While the teachers and students are agree that disciplinary problems are `sometimes? seen in their schools, the teachers expressed that they encounter the behaviors more often as talk with teachers without permission, to complain, dirty up the class, apathy to lesson, disrespect to friends, not to do their homework and not to leave the class in breaks. Also the students with the same idea reported that the behaviors like; speaking without permission, making noise, continuous talking unrelated to course, to humor, take care of other things during the course and go against the teacher are seen more frequently than others. Parents expressed that they began to observe the behaviors very often as disrespect for teachers and friends, aggressive behavior and slang and profane talking among students in second level of primary, while they received complaints concerning children from their teachers about interest/talking in other things during course and arguing with friends. While to establish a gang, being a member of gang, robbery, gaming and bring cutting and drilling etc tools to class are found the most serious disciplinary problems by teachers, the behaviors such as robbery, smoking, bring cutting and drilling etc. tools to class, confiscate the belongings of others by force, gambling and suchlike games are perceived as the most serious disciplinary problems by students. The most serious disciplinary problem thought by parents is disrespectfulness of the teacher. While the reasons of the disciplinary problems are explained family, friends, changes in social and cultural structure and mass media by the teachers, and friends and related to themselves by students, parents highlighted the family, student and friends as well as the properties of the teacher and the environment of the school.While the teachers expressed that they always use the strategies as positive reinforcement, direct verbal warning, guidance, search the reason of behavior, make statements, warning by body language, approach to student, physical proximity control and indirect verbal warning, students reported that these strategies are used occasionally. To make a personal interview with the student is perceived the most effective strategy in dealing with disciplinary problems by both teachers and students. However, parents expressed that the teachers are mostly call themselves and make a one on one interview when a problem occurs. While the teachers mostly expected from the students to control themselves, behave as expected and take into account the warnings, the students reported that they expect to more close interest from the teachers. The expectations of the parents are parallel to the expectations of their children, and the parents stated that they expect to more tolerant and patient approach to their children from the teachers. The other expectations of the parents about discipline supposed from the teachers are balance protection, establish an authority, teaching rules and apply sanction in case of failure in obey the rules. Parents indicated the support for teachers in dealing with discipline problems as mostly talking with their children, make an explanation and interview with the teachers with regular visits to the school.Female teachers characterized the given behaviors more problematic and perceive more severe than male teachers. Female students characterized the given behaviors more problematic and perceive more severe than male students. Teachers from lower socio-economic environment reported the disciplinary problems observed more frequently. While female students expressed that the strategies such as direct and indirect verbal warning, warning with body language and explanations are used more frequently, male students state that the strategies as change class environment, social isolation, suffer physically, poke fun/humiliate and leave the course and regard as seen are used more by the teachers.