Primary School Teachers’ Approach to Problem Behaviour in Inclusive Classrooms in Turkey
Yazarlar (3)
Doç. Dr. Muhammed Akif KARAL Sinop Üniversitesi, Türkiye
Doç. Dr. Sema TAN Sinop Üniversitesi, Türkiye
Neslihan Unluol Unal Karamanoğlu Mehmetbey Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | International Journal of Disability Development and Education (Q3) | ||
| Dergi ISSN | 1034-912X Dergi Bilgileri (2026) | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | Ingilizce | Basım Tarihi | 01-2026 |
| Cilt / Sayı / Sayfa | 73 / 1 / 70–85 | DOI | 10.1080/1034912X.2024.2411287 |
| Makale Linki | http://dx.doi.org/10.1080/1034912x.2024.2411287 | ||
| UAK Araştırma Alanları |
Zihin Engelliler Eğitimi
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| Özet |
| Managing challenging behaviour is a prominent issue in inclusive educational settings, particularly for teachers working with diverse student populations. Without early identification and intervention, these behaviours can increase in both severity and frequency, potentially impeding educational outcomes. It is therefore paramount to gain a deeper understanding of teachers’ perspectives and strategies concerning these behaviours to guide effective prevention and intervention efforts. In this context, our qualitative study explored primary school teachers’ perceptions and management of challenging behaviours within inclusive classrooms in Turkey. We employed thematic analysis to investigate teachers’ approaches and responses to such behaviours. The findings reveal that the teachers have limited knowledge and expertise in managing problem behaviour. Future implications for practice and policy are discussed. |
| Anahtar Kelimeler |
| intervention | preventive strategies | primary school teachers | Problem behaviour |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 3 |
| Scopus | 3 |
| Google Scholar | 6 |