Administrator and teachers 'approach to violence events in schools in different categories

The developmental process from birth to death is examined under various steps. The developmental process starting from infancy is affected by both physiological factors, biological development of the child and environmental factors. While the infancy and early childhood periods of the individual pass with family members, most of the childhood period is spent in the school environment. Communication in the school environment, education received, behavioral experiences and perceptual changes are important factors affecting the future of the child. It is of great importance that educators and school personnel closely monitor every stage of children's development. Knowing these periods facilitates early recognition of children's psycho-social and physiological developmental defects and taking early steps towards correcting them. Violence that can be experienced among children's peers, minors and elders during their development process can direct their behavior in adulthood. Educators have various responsibilities such as perceiving violence, preventing the occurrence of violence, taking precautions against violence and ensuring that children acquire the right behavior. The aim of this thesis is to reveal the perceptions of teachers and administrators about the prevention of violence in the school climate. For this purpose, we aimed to determine the perception levels of violence in the schools where they work at different levels and the perceptions of the measures taken against school violence by applying a personal information form and two different scales to the teachers in Çorum Province.