A Qualitative Analysis of Self-Determination and Psychological Adjustment of Syrian Refugees in Turkey: Teachers' Perspective

Autor/inn/en	Turan, Numan; Ipekçi, Bediha; Alabucak Cinalioglu, Ezgi; Yilmaz, Mehmet Yalçin
Titel	A Qualitative Analysis of Self-Determination and Psychological Adjustment of Syrian Refugees in Turkey: Teachers' Perspective
Quelle	In: Educational Policy Analysis and Strategic Research, 17 (2022) 1, S.8-27 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Turan, Numan) ORCID (Ipekçi, Bediha) ORCID (Alabucak Cinalioglu, Ezgi) ORCID (Yilmaz, Mehmet Yalçin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4289
Schlagwörter	Foreign Countries; Refugees; Self Determination; Adjustment (to Environment); Vocational Education Teachers; Language Teachers; Personal Autonomy; Competence; Trauma; Teacher Role; Teacher Characteristics; Educational Environment; Faculty Development; Psychological Patterns; Interpersonal Relationship; Turkey; Syria + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Selbstbestimmung; Ausbilder; Language teacher; Sprachunterricht; Individuelle Autonomie; Kompetenz; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Türkei; Syrien
Abstract	This qualitative research explored Syrian refugees' self-determination and psychosocial adjustment in Turkey and teachers' experience working with refugees. Data were collected through semi-structured interviews from 12 vocational and language teachers (M[subscript age] = 34.27, SD[subscript age] = 4.94) who had an average of 9.58-year teaching experience and at least one year of teaching Syrian forcibly displaced people and refugees. The content analysis revealed three overarching themes: (1) the needs for autonomy, competence and relatedness facilitate refugees' adjustment in dealing with resettlement stressors; (2) trauma experience interferes with refugees' adjustment; and (3) working with refugees transforms teachers to become more tolerant, resilient, patriotic, sensitive to diversity, and grateful for their relationships. The findings may stimulate psychosocial interventions and policies that would mitigate contextual barriers as well as create an inclusive psychosocial environment. Refugees are likely to benefit from a nurturing environment and teachers are likely to benefit from trainings focusing on trauma informed teaching skills. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01