ABSTRACT

The aim of the study is to determine high school teachers’ opinions on adolescence period.

Research data were collected from 135 high school teachers in İzmir and the structured interview method was used to collect the research data. A content analysis was used during the data analysis.

The related characteristics of adolescence according to teachers, respectively, emotional development (f=100), stormy stressful (f=66), social development (f=33), cognitive development (f=30), personality development (f=30), sexual development (f=11) and physical development (f=6) are mentioned. Teachers stated that generally a group based studies have been made about puberty in school (f=152). It was observed that some topics about puberty discussed in class by the majority of the teachers in the study (f=90). Most of the teachers need the information that basic characteristics of adolescence (f=39) and communication with young people (f=12). Teachers mentioned most past experiences about puberty related information sources (f=110). The main theme of puberty-related problem areas were “social environment” (f=93), “psychological” (f=63), “academic” (f=56) and “career-based” (f=13). “Family-based” resources have been emphasized as problems’ resources (f=118). Finally, it was stated that the adolescents should be informed on the matters, respectively, personal (f=100), social (f=77), academic (f=20) and Professional (f=12).

Although teachers notice the features for the period of puberty that could recognize at fi rst glance, it can be said to be lacking in other specifi c identifi cation. In teachers’ views, negative stereotypes about puberty seem to be common and it is believed that they often adversely affect the well-being of adolescents.