Poverty and Academic Achievement in the Light of Teachers' Experiences and Perceptions: A Phenomenological Study

Kastamonu Eğitim Dergisi, Год журнала: 2025, Номер 33(1), С. 168 - 179

Опубликована: Янв. 28, 2025

Purpose: The principal objective of this study is to elucidate the experiences and perceptions teachers regarding poverty academic achievement, ascertain extent which these are reflected in their professional practices. research will analyze how perceive impact on students' teachers' achievement affect teaching strategies classroom practices, should develop increase poor students. Furthermore, link between education be evaluated through eyes teachers. Design/Methodology/Approach: This was conducted with a qualitative, descriptive phenomenological design interpretive paradigm. aim approach explore lived experiences, events or situations as they are, examine perceived made sense by individuals. sample comprises employed Karatay, Meram Selçuklu districts Konya province. Ten at Anatolian, Science Social Sciences High Schools, distinguished excellence, were selected criterion sampling method, sub-sample more commonly used purposeful technique qualitative research. A focus group interview utilized primary data collection instrument study. analysis using method NVIVO 14 software package. Findings: demonstrated that has detrimental access learning resources, quality practical education, motivational emotional effects, performance development. Conversely, it determined implementation such support, motivation, psychological assistance could prove effective enhancing underprivileged Highlight: In regard interrelationship availability assistance, self-assurance, social support have been enhance performance. Poverty profound processes achievement. attainment success contingent upon both individual efforts student socioeconomic conditions live.

Язык: Английский

Who is in? Who is out? Exploring primary school students’ sense of belonging using Photovoice

International Journal of Educational Research, Год журнала: 2025, Номер 130, С. 102545 - 102545

Опубликована: Янв. 1, 2025

Язык: Английский