An Analysis Of Distribution And Causes Of Discipline Problems Encountered In Vocational High Schools According To Grade Levels

Abstract

As it is known that school and classroom management are rather important in creating an effective school. Demonstrating an effective functioning of the school and classroom according to the purpose also requires to comply with certain rules. Failure to follow these rules leads the emergence of disciplinary problems. Schools are graded as elementary, middle and high school and varied in structure as a type such as Social Sciences, Anatolian and Vocational High Schools. Because of its structure, it is known that the intensity of the discipline problems have increased especially in Vocational High Schools. The purpose of this research is to determine how the discipline problems of the students studying in vocational high schools in Siirtcity center are distributed with respect to class-level variable and the causes of these discipline problems. Ethnographic (culture analysis) method as one of the qualitative research methods was used in this research. This research was conducted by examining the disciplinary board decision books of five Vocational High Schools in Siirt city center between 2011-2016 and conducting an individual 9-question semistructured interview form with school administrators whose are the members of this board, 3 Counselors and 5 Teachers. Descriptive analysis was used for the data obtained in the interviews and tabulation method was used for comparisons with the records of the disciplinary committee decision book. According to the results obtained in this study, it was observed that discipline incidents vary according to grade level. Most penalties were given to 11. grade classes, while the minimum penalties were given to 12. grade classes, while the students are punished, yet awarding mechanism does not work at all. Another result obtained from the study is that, with changes in school management, new administrators tend to give more penalties. It was also observed that disciplinary committees are not being effective in preventing and fighting against unwanted student behaviours, and punished students were found to be penalized again for the same offense.