The effect of nonviolent opposition program on the development of teacher skills in coping with violence at school

In this study, the effect of the nonviolent resistance teacher program to improve teacher skills in dealing with violence at school was examined. The study group is classroom teachers working in a primary school in Adana, consisting of 14 experimental and 14 control groups. The "Nonviolent Resistance Teacher Program" was implemented in ten sessions, one session per week, lasting 120 minutes. The research is a mixed methods study with a sequential transformational design model and the data of the study were collected both quantitatively and qualitatively. After applying the "Classroom Management Scale" along with the "Teacher Attitudes Towards Unwanted Student Behaviors in the Classroom" scale as a pre-test to the experimental and control groups, the "Nonviolent Resistance Teacher Program" consisting of ten sessions was applied to the teachers in the experimental group, while the control group did not receive any study. It has not been done. After the program was implemented, a post-test was applied to the experimental and control groups. After a follow-up test was applied to the teachers in the experimental and control groups three months later, the scale results were analyzed with the SPSS 25 package program. Looking at the analysis results, it was seen that there was a significant difference between the pre-test and post-test scores of the experimental group teachers on the scale of teacher attitudes towards undesirable student behaviors in the classroom. As a result of the monitoring test, it was determined that the implemented program continued in a positive direction. No intervention was made to the control group. It was observed that there was a significant difference between the pre-test and post-test scores of the experimental group teachers in the sub-dimensions of the classroom management scale, namely punishment, maintaining interest, problem solving and warning, and it was also determined by the follow-up test results that this effect continued. After the program was implemented, qualitative data was collected by interviewing the teachers in the experimental group with the semi-structured interview form developed by the researcher. The effectiveness of the Nonviolent Resistance Teacher Program was examined by transferring the qualitative data to the NVIVO13 program, analyzing it with the content analysis method, and creating codes and categories. When the qualitative data were examined, it was revealed that the program's support system at school, teacher presence at school, resistance to violence, prioritization of problems and sit-in dimensions contributed to the development of teaching skills and coping with violence in the school, and that teachers' awareness of coping with violence increased and they gained a different perspective. It has been observed that the nonviolent resistance program contributes positively to teachers' relationships with their students in dealing with students' undesirable behaviors in the classroom and in classroom management.