Designing an interpretative structural model of the most important reasons for teachers' violence towards Afghan students In elementary schools

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1 PhD Student in Educational Management, Garmsar Branch, Islamic Azad University, Garmsar , Iran

2 Associate Professor of Educational Management, Islamic Azad University, Garmsar Branch, Garmsar, Iran

10.22034/popsci.2023.351075.1223

Abstract

The aim of this research was to study the structural interpretation of the most important reasons for teachers' violence towards Afghan students. The current research was of the type of field research in terms of practical purpose and in terms of data collection method. Considering the main goal, the research method was a combination of qualitative (theme analysis) and quantitative (modelling). The statistical population in this research, in both qualitative and quantitative sections, includes educational management professors who are familiar with the discussion of violence in education, principals of schools where Afghan students are teaching and have been subject to teacher violence, and teachers who The history of violence against Afghan students is recorded in their files; Was. Using the purposeful sampling method and theoretical saturation technique, the key informants included 20 people with whom a semi-structured interview (with focus groups) was conducted and the components and the most important reasons for teachers' violence towards Afghan students were identified. Then interpretive structural modeling was also used as one of the consensus methods. The results of the research showed that the lack of preventive laws in the independent region, negative mental backgrounds in the teachers in the dependent region and the individual characteristics of the teachers, lack of familiarity with Afghanistan of their rights, the poor management of school principals, and the behavior of the general community towards Afghan immigrants in the autonomous region, so the lack of preventive laws is more important than the rest.

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Articles in Press, Accepted Manuscript
Available Online from 29 November 2023

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