Investigation of The Perceptions of High School Students Towards Unfavorable Teacher Behaviors

In student-teacher interaction, the behaviors of the teachers in their class are important since it can affect the learning attitude and social behavior of the students both at the individual level and at the group level as well as the academic achivements of the students. The aim of this research is to try to determine the perceptions of the students at the high school in Konya city center regarding the unfavorable teacher behaviors. The general screening model was used in the research. In 2016-2017 academic year, the population of this study consists from 913 students studying at the high school in Konya province center. The Unfavorable Teacher Behavior Scale developed by the researcher ( Erben Keçici et al., 2013) was used as data collection tool. The scale is a likert type measure consisting of 38 questions with two factors, which are Negative behaviors of teachers and Negative behavioral effects of teachers. Cronbach Alpha reliability coefficients of the scale were found to be 0.91 and 0.92, and the Cronbach Alpha internal consistency coefficient of scale was found to be 0.94. Analysis of the data was made with SPSS 20 computer package program. The perceptions of students about unfavorable teacher behaviors were determined by arithmetic mean and standard deviation values. The Mann-Whitney U test was used to examine whether there was a significant difference between the students opinions and the gender according to the gender and the field of study in which the data are not normally distributed. The results of the research showed that there were the unfavorable teacher behaviors altough they are few, the students were adversely affected by this. The mean scores of the effects of high school students unfavorable teachers and their behaviors on the students were statistically found to be insignificant. Despite the fact that the difference was insignifcant, it was seen that male students had higher mean scores of response to behavior toward unfavorable teacher behaviors and female students had higher mean scores of response to unfavorable teacher behaviors. It was determined that the students with numeric section had higher mean scores of unfavorable teacher behaviors and the response toward unfavorable teacher behaviors than the students with equal weight sections.