Teachers' views on siblings studying in the same class in primary school

This research has been carried out to determine the opinions of teachers about siblings studying in the same class in primary school. The limited number of studies on siblings studying in the same class in primary school has made this subject interesting. This study aims to contribute to the elimination of this deficiency. In this study, which is a qualitative research, phenomenology design has been used. In line with the purpose of the research, the interview method has been chosen, and the semi-structured interview technique has been used. Qualitatively obtained data have been analyzed with content analysis technique. In the research, 36 classroom teachers working in the city center of Elazig were interviewed. According to the results of the research, studying in the same class has both advantages and disadvantages for siblings. When the teachers' opinions have been examined, it has been determined that two opposing views emerged with close frequencies in the general evaluation regarding the siblings' education in the same class. In the study, 17 of 36 teachers expressed the opinion that siblings should study in the same class, while 19 teachers argued that they should study in different classes. Teachers who support the view that siblings should study in the same class stated that siblings complement each other's deficiencies, support each other in adapting to their social environment, and solve their problems together. Teachers who support the view that siblings should study in different classes stated that siblings become dependent on each other, that one of the twins can act dominantly, causing his or her sibling to stay in the background, and being with his or her sibling all the time makes it difficult for children's personality to come to the fore.