Classroom Teachers' Opinions on Students’ Adaptation to School

Abstract

This study aims to investigate the opinions of classroom teachers about the students' adaptation process to school. The research examines the difficulties teachers face in students' adaptation to school and the solutions to these difficulties. The data of the study, which is within the scope of the phenomenology pattern, one of the qualitative research methods, was collected using a semi-structured interview form. The study group of the research consists of 15 classroom teachers with different professional backgrounds working in primary schools in Batman city center. During the data collection process, face-to-face interviews were held with the participating teachers and the interviews were recorded. The recorded interviews were converted into text documents and analyzed through content analysis. According to the findings of the research, it was seen that the most common behaviors of students with adaptation problems were not wanting to leave the family and crying, not wanting to participate in activities and always wanting to play games. Teachers stated that parental attitudes, children's peer relationships and the physical infrastructure of the school were reasons why children had adaptation problems. Finally, teachers' opinions about the activities they carried out to facilitate children's adaptation to school were examined and it was seen that they agreed on organizing the classroom as the students wanted.