Designing a safe school model for primary schools in West Azerbaijan
Subject Areas :monireh moghaddam 1 , Jafar Ghahramani 2 , mohammad hassani 3
1 - Monireh Moghaddam, Ph.D. student, Department of Educational Management, Marand Branch, Islamic Azad University, Marand, Iran
2 - Jafar ghahremani, Assistant Professor, Department of Educational Management, Marand Branch, Islamic Azad University, Marand, Iran (Responsible Author)
3 - mohammad hassani,Department of Education,faculty of Literature and Humanities,Urmia university,iran
Keywords: safe, safe school, primary schools.,
Abstract :
Purpose: Safety is a basic need for all people, including administrators, teachers and students, and parents' concerns about the lack of safety in schools is one of the challenges of education and development that has attracted the attention of researchers, experts and practitioners of educational systems. The purpose of this research was to design a safe school for elementary schools. The research design was qualitative. Method: The participants of the current research were principals and teachers of primary schools in West Azerbaijan Province, and 20 principals and teachers of primary schools were selected to identify their perceptions and views on safe school with the purposeful sampling approach with standard technique. The selection of participants was based on theoretical saturation and the tools used to collect information from semi-structured interviews. To check the initial validity of the information, the criteria of acceptability and reliability of qualitative data were used. Theme analysis method was used to analyze the data. After coding the data, 57 basic themes, 5 organizing themes and one overarching theme were extracted. Findings: The findings of the research showed that some of the components of a safe school in primary schools of West Azarbaijan province are physical security, emotional-psychological security, healthy social relations within the school, environmental security and non-violence of the teacher. Conclusion: To increase the security of elementary schools, all components of a safe school should be paid attention to, including physical security, emotional-psychological security, healthy relationships within the school, environmental security and non-violence teacher.
جعفری، پریوش و شیزاد کبریا، بهارک. ( 1385). بررسی ابعاد و مولفه های اصلی مدارس امن به منظور ارائه چارچوب ادراکی مناسب در شهر تهران، نوآوری های مدیریت آموزشی، 1 (4): 45-60.
دهقان منشادی، منصوره. باویه سطان زاده، سحر و نعمتی، حمیده. ( 1400). تدوین الگوی افزایش انگیزش تحصیلی دانش آموزان ابتدایی بر اساس نظریه داده بنیاد، راهبردهای نوین تربیت معلمان، 7(2):138-162.
سلیمانی، محمدرضا و علی محمدی ، رقیه. ( 1392) . وضعیت مدارس شهرستان مرند بر اساس مولفه های مدارس امن، فصلنامه رهبری و مدیریت آموزشی، 37(2): 59-69.
کشوری، منصور. سلیمانپور عمران، محبوبه. اسماعیلی شاد، بهرنگ. ( 1401). طراحی چارچوب نظری مدارس امن در آموزش و پرورش ایران: یک پژوهش کیفی،رهیافتی نو در مدیریت آموزشی، 13(2): 16-30.
ملکی، حمید. (1388). ارتقای سطح امنیت عمومی در مدارس ضروتی ناشناخته برای همکاری نهادهای انتظامی و آموزش و پرورش، پژوهشنامه نظم و امنیت انتظامی، 2 (1): 1-28.
نصیری، محمد هادی. ( 1394). الگوی مدرسه امن در شهر، پایان کارشناسی ارشد، دانشگاه تربیت دبیر شهید رجائی، دانشکده معماری و شهرسازی .
Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88(1), 121–145
Attride-Stirling, J. (2001). Thematic networks: an analytic tool for qualitative research. Qualitative research, 1(3), 385-405.
Aldridge, J. M., McChesney, K., & Afari, E. (2019). Associations between school climate and student life satisfaction: Resilience and bullying as mediating factors. Learning Environments Research, 23 (1), 129–150
Anthony, C. L. (2021). A Quantitative Descriptive Study of Teachers’ Perceptions of School Safety (Doctoral dissertation, Northcentral University).
Bettencourt, A. F., Clary, L. K., Ialongo, N., & Musci, R. J. (2023). Long-term consequences of bullying involvement in first grade. Journal of school psychology, 97, 63-76.
Blandford-Elliott, M. (2021). 'Predictable, Consistent, and Safe': School-Wide Positive Behaviour Support in Welsh Primary Schools. Bangor University (United Kingdom).
Chism, L. S. (2021). Safe Learning Environment in a School Setting: A Study of Administrators Preparedness for Students with Emotional Behavior Disorders (Doctoral dissertation, Tennessee State University).
Creswell, J. W., & Creswell, J. D. (2021). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage publications.
DeAngelis, C. A., & Wolf, P. J. (2019a). Private school choice and crime: Evidence from Milwaukee. Social Science Quarterly, 100(6), 2302–2315.
DeAngelis, C. A., & Wolf, P. J. (2020). Private school choice and character. More evidence from Milwaukee. Journal of Private Enterprise, 35(3), 13–48.
DeMatteis IV, A. (2020). School Personnel’s Perceptions of School Safety and Security: A Qualitative Research Study (Doctoral dissertation, Missouri Baptist University).
Díaz-Vicario, A., & Gairín Sallán, J. (2017). A comprehensive approach to managing school safety: case studies in Catalonia, Spain. Educational Research, 59(1), 89-106.
Fisher, B. W., & Cuellar, M. J. (2021). Missed Connections: Examining the Link between Exposure to School Security and Students’ Sense of Connectedness to School. Journal of school violence, 20(4), 581-596.
Fisher, B. W., Higgins, E. M., & Homer, E. M. (2021). School crime and punishment and the implementation of security cameras: Findings from a national longitudinal study. Justice Quarterly, 38(1), 22-46.
Fung, H. W., Cong, C. W., Tan, C. S., Yuan, G. F., Liu, C., He, K. L., ... & Lee, V. W. P. (2023). Is teacher violence a form of betrayal trauma? Relationship with mental health problems among young adults. Child Abuse & Neglect, 145, 106436.
Karadaş, H., Coşkun, B., & Katıtaş, S. (2023). Safety Problems at Schools According to School Administrators’ Opinions. Psycho-Educational Research Reviews, 12(1), 134-150
Kibriya, S., & Jones, G. (2021). The impact of a safe learning environment in schools on students’ learning outcomes: evidence from Tanzania. Quality Assurance in Education, 29(1), 15-28.
Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well‐being: a review of the literature. Review of Education, 3(2), 103-135.
Mattebo, M., Ostlund, G., & Elfstrom, M. L. (2022). Availability of attachment relations and safe school environment are associated with subjective well-being in 15-year-olds–with girls reporting less well-being and less equality. International Journal of Educational Research Open, 3, 100145.
McEachin, A., Lauen, D. L., Fuller, S. C., & Perera, R. M. (2020). Social returns to private choice? Effects of charter schools on behavioral outcomes, arrests, and civic participation. Economics of Education Review, 101983
Nickerson, A. B., Randa, R., Jimerson, S., & Guerra, N. G. (2021). Safe places to learn: Advances in school safety research and practice. School psychology review, 50(2-3), 158-171.
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: SAGE
Scheel, N. L. (2022). An Exploratory Investigation of Student-Level Factors and Perceptions of Safety in Secondary Schools Implementing Swpbis, (Doctoral dissertation, University of South Florida).
Schwalbach, J., & DeAngelis, C. A. (2022). School sector and school safety: A review of the evidence. Educational Review, 74(4), 882-898.
Sprague, J. R., & Walker, H. M. (2021). Safe and healthy schools: Practical prevention strategies. Guilford Publications.
Squires, V. (2023). Interpretative Phenomenological Analysis. In Varieties of Qualitative Research Methods: Selected Contextual Perspectives (pp. 269-274). Cham: Springer International Publishing.
Sumsion, J. P. (2022). Teachers’ Understanding and Practice of School Violence Prevention, Preparation, & Response: A Qualitative Descriptive Inquiry (Doctoral dissertation, Grand Canyon University).
Ünlü, M., & Avci, R. (2023). Examination of Aggression and School Attitudes of High School Students Exposed to Teacher Violence and Peer Bullying. Journal of School Violence, 3 (1): 1-16.
Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational psychology review, 28(2), 315-352.
Wilkins, V. Y. (2023). Bullying Prevention: A Study of an Urban School District, (Doctoral dissertation, Chicago State University).
Zysberg, L., & Schwabsky, N. (2021). School climate, academic self-efficacy and student achievement. Educational Psychology, 41(4), 467-482.
