Akademik Veri Yönetim Sistemi
Egitim ve Bilim, cilt.49, sa.219, ss.97-126, 2024 (SSCI)
This study aims to explain the current and future situations of Syrian refugee children (SRC) in the Turkish education system in light of the views of teachers and administrators. The focal point in the study is to ascertain the situations that affect and are affected by the involvement of Syrian refugee students in the Turkish education system. In addition, findings are obtained by examining the views of immediate education stakeholders i.e., teachers and administrators on how the education system can be impacted by the rapid increase in the Turkish population of SRC. The data used in this article were drawn from the data collected from 16 teachers and school administrators working in the provinces where Syrian refugees live. Phenomenological design is used in the research. It appears that current Syrian refugee students are exposed to discrimination even though they are in cultural interaction with their peers. Besides, the aggressive behaviors of SRC are intense, and they have behavioral problems. Turkish teachers are found to feel inadequate in classroom management and transferring professional competence skills to their classrooms. Strategies of school administrations in dealing with problems are also ineffective. All these appear to negatively affect Syrian students' access to quality education as well as their academic success. With the increasing Syrian population in the future, it is expected that problems will arise that are pertinent to education policies, segregation in schools may increase and there will be a decrease in education expenditures per capita. It is expected that teachers will be at the forefront of shaping Syrians' future commitment to Türkiye, and it is recommended to reconsider teachers' attitudes and behaviors in this regard.