Popularization of Science

Popularization of Science

Explaining and examining the reasons for teachers' violence towards immigrants in primary schools with an interpretative structural approach (case study: Afghan students)

Document Type : Original Article

Authors
Reza Atri 1
Hamid Shafizadeh 2
Nader Solimani 3
1 PhD Student in Educational Management, Garmsar Branch, Islamic Azad University, Garmsar , Iran
2 Associate professor, Educational Management, Garmsar Branch, IslamicAzad University, Garmsar, Iran
3 Associate professor, Educational Management, Garmsar Branch, Islamic Azad University, 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
 
 
 
 
 
Purpose: The purpose of this research was to explain and investigate the reasons for teachers' violence towards immigrants in primary schools with an interpretative structural approach (case study: Afghan students).
 Method: The present research was a field research in terms of its practical purpose and in terms of the method of data collection. 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 subjected to teacher violence, and teachers who have a history of violence against Afghan students. It is recorded in their file;  . 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 carried out 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.
 Findings and results: The research findings showed that the absence of preventive laws in the independent region, negative mental backgrounds in teachers. In the dependent region and the individual characteristics of teachers, Afghans are not familiar with their rights, the poor management of school principals, and the behavior of the general society towards Afghan immigrants are in the autonomous region; therefore, the absence of preventive laws is more important than other cases. In general, the results of the present research can provide the basis for the adaptation of   teachers and immigrant students in primary schools.
 
 
Keywords
modeling
Afghan students
violence
teacher
Subjects
  • بازرگان، ز؛ لواسانی، م (1382). خشونت بدنی در مدرسه و راهکارهایی برای پیشگیری و کاهش آن. نوآوری‌های آموزشی، شماره 6، 11-28.
  • رسول‌زاده اقدم، ص (1381). عوامل مؤثر بر خشونت علیه کودکان در خانواده‌های تهرانی. پایان نامه کارشناسی ارشد منتشرنشده در رشتة جامعه‌شناسی، دانشگاه تهران.
  • سلیمی، ع؛ داوری، م (1386). جامعه‌شناسی کجروی. قم: پژوهشکده حوزه و دانشگاه.
  • طاهرنژادجوزم، ز؛ ابراهیمی نسب، ز (1396). بررسی میزان بروز خشونت کلامی در بین معلمان ابتدایی مدارس دخترانه و پسرانه شهرستان رفسنجان. همایش پیشگیری از خشونت چالش‌ها و راهکارها، کرمان.
  • کشاورز قاسمی، ح؛ نادرپور، ب (1398). گونه شناسی هویتی پناهندگان نسل دوم و سوم افغانستانی در ایران (با تأکید بر استان قزوین). جغرافیا (برنامه‌ریزی منطقه‌ای)، سال 9، شماره 3، 117-133.
  • کرمانی، م؛ حاتمی سیدآباد، ج (1398). مواجهه با خشونت در محیط خانه و عملکرد تحصیلی دانش آموزان (مطالعه موردی: دانش­آموزان متوسطة دوره اول شهرستان چناران). مجله علوم اجتماعی دانشکده ادبیات و علوم انسانی دانشگاه فردوسی مشهد، سال 16، شماره 1، 57-87.
  • کوشکی، ن؛ فرح‌بخش، ک؛ اسماعیلی، م (1399). تجربه خشونت نمادین در بین دانش‌آموزان مهاجر و پیامدهای روانی-اجتماعی آن. فصلنامه مددکاری اجتماعی، دوره 9، شماره 3، 20-29.
  • قادرپور، ث؛ مرتضی­نژاد، ن (1400). تجربۀ زیستۀ معلمان دوره ابتدایی از دلایل افزایش خشونت علیه معلمان. پژوهش در آموزش ابتدایی، سال سوم، شماره 5، 76-89.
  • میرزایی، ح (1396). بررسی انطباق تحصیلی مهاجران افغانستانی در ایران. فصلنامه پژوهشنامه مددکاری اجتماعی، شماره 11، 43-84.
  • یاری­قلی، ب؛ حرفتی سبحانی، م؛ قصاب­زاده، ج؛ رحیمی، ح (1397). تجربیات معلمان از عوامل زمینه‌ساز خشونت در مدارس: مطالعه پدیدارشناسانه. اندیشه‌های نوین تربیتی، دوره 14، شماره 1، 159-197.
  • یاری­قلی، ب؛ حرفتی سبحانی، م؛ قصاب­زاده، ج؛ سیوانی­زاد، ف؛ رحیمی، ح (1396). ادراک معلمان از پیامدهای خشونت و راهکارهای کاهش آن در مدارس: پژوهش پدیدارشناسی. راهبرد اجتماعی فرهنگی، شماره 24، 77-108.

 

  • Baron, S.W. (2004). General Strain, Street Youth and Crime; A Test of Agnew's Reversed Theory. Criminology, Academic Research Library, 42(2): 457-483.
  • Bush, H. M., Coker, A. L., DeGue, S., Clear, E. R., Brancato, C. J., & Fisher, B. S. (2021). Do violence acceptance and bystander actions explain the effects of Green Dot on reducing violence perpetration in high schools?. Journal of interpersonal violence, 36(21-22), 10753-10774.‏
  • Choi, B. (2021). Cycle of Violence in Schools: Longitudinal Reciprocal Relationship Between Student’s Aggression and Teacher’s Use of Corporal Punishment. Journal of interpersonal violence, 36(3-4), 1168-1188.‏
  • Coulibaly, Draman , et.al (2020). The tale of two international phenomena: Migration and global imbalances. Journal of Macroeconomics, 66, 1-28.
  • Farag Elbla, A. (2012). Is Punishment (Corporal or Verbal) an Effective means of Discipline in Schools? Case Study of Two Basic Schools in Greater hartoum Sudan. Social and Behavioral Sciences, 69: 1656-1663.
  • George, L. (2013) A Phenomenological Study Describing Violence Against Educators. Doctoral Dissertation, University Of Phoenix.
  • Güngör, H., Değirmendere, M., & Gürbüz, S. (2022). Administrative Perspective on Violence in School Environment in Official High Schools (Sample of Bursa Province). International Journal of Educational Research Review, 7(2), 71-87.‏
  • Hoodfar, H. (2004). Families on the Move: The Changing Role of Afghan Refugee Women in Iran. Hawwa: Journal of Women of the Middle East and the Islamic World, 2(2): 71-141.
  • Leung, A., Ferris, J.S. (2008). School Size and Youth Violence. Journal of Economic Behavior and Organization, 65: 318-333.
  • Levy, S.R., Hughes, J.M. (2009). Development of Racial and Ethnic Prejudice among Children, in Todd. D Nelson (Ed), Handbook of Prejudice, Stereotyping and Discrimination, New York: Psychology Press and Taylor & Francis Group.
  • López, D. P., Llor-Esteban, B., Ruiz-Hernández, J. A., Luna-Maldonado, A., & Puente-López, E. (2021). Attitudes towards school violence: A qualitative study with Spanish children. Journal of interpersonal violence, 0886260520987994.‏
  • Lu, Shuang (2020), Family migration and youth psychosocial development: An ecological Perspective, Children and Youth Services Review, 113, P.P.1-8.
  • Lunneblad, J., & Johansson, T. (2021). Violence and gender thresholds: A study of the gender coding of violent behaviour in schools. Gender and Education, 33(1), 1-16.‏
  • Mayer, M. J., Nickerson, A. B., & Jimerson, S. R. (2021). Preventing school violence and promoting school safety: contemporary scholarship advancing science, practice, and policy. School psychology review, 50(2-3), 131-142.‏
  • Messman, E., Heinze, J., Hsieh, H. F., Hockley, N., Pomerantz, N., Grodzinski, A., ... & Zimmerman, M. (2022). Anonymous reporting systems for school-based violence prevention: a systematic review. Health Education & Behavior, 10901981211073734.‏
  • Nneka Opara, A., & Wodon, Q. (2022). Student Experiences with Violence in Schools: Insights from a Survey in Two Catholic Schools for Girls in Nigeria. Journal of Global Catholicism, 6(2), 44-69.‏
  • Pandeya, S., Ilavarasan, P.V. (2019). People, information and culture: Locating forms of capital by Afghan Sikh refugees in India through ICTs. Technological Forecasting & Social Change, 146: 331-338.
  • Pişkin, M., Atik, G., Çınkır, Ş., Ogulmus, S., Babadoğan, C., Çokluk, O. (2014). The development and validation of Teacher Violence Scale. Eurasian Journal of Educational Research, 56: 1-24.
  • Rutkowski, , Rutkowski, D., Engel, L. (2013). Sharp Contrasts at the Boundaries: School Violence and Educational Outcomes Internationally. Comparative Education Review, 57(2): 232-259.
  • Salimi, N., Karimi-Shahanjarin, A., Rezapur-Shahkolai, F., Hamzeh, B., Roshanaei, G., & Babamiri, M. (2021). Use of a mixed-methods approach to evaluate the implementation of violence and bullying prevention programs in schools. Education and Urban Society, 53(6), 607-628.‏
  • Sheila, A., Shannon, M., Escamilla, K. (1999). Mexican immigrants in U.S. schools: Targets of symbolic violence. Educational policy, 13(3): 347-370.
  • (2019). Global trends: refugees, asylum-seekers, returnees, internally displaced and stateless persons, Geneva, online:http://www.unhcr.org, 19 Jun 2019.
  • Yang, Y., Qin, L., Ning, L. (2021). School Violence and Teacher Professional Engagement: A Cross-National Study. Frontiers in Psychology, 12.