Öğrenme ortamını ve öğretmen motivasyonunu etkileyen öğrenci davranışlarına dair öğrenci ve öğretmen algılarının karşılaştırmalı bir incelemesi

This study investigated the differences between students' and English teachers' conceptions of disruptive behaviours during English lessons and the impact of these behaviours on teachers' motivation. Quantitative data were collected from 222 secondary school students (private school, Antalya) and 82 English teachers (state and private schools, Antalya) and analysed using descriptive statistics, t-tests, Kruskal–Wallis tests, chi-square tests, and correlation analyses. Qualitative data were collected through semi-structured interviews and were analysed thematically. Students most frequently reported behaviours such as teasing, talking without permission, and off-topic discussions, while teachers highlighted behaviours such as coming to school without any preparation, talking without permission, and complaining about peers; overall, teachers reported higher levels of disruptive behaviour than students, and the differences at the item level were significant. Male students had higher total disruptive behaviour scores; differences between classes were not significant, but 6th grade students showed the highest averages. State school teachers tended to report higher scores for behaviours, while interview data showed that the exclusive use of the target language increased disruptive behaviours for some students; state school teachers emphasised student/family reasons and relationship-building strategies, while private school teachers emphasised family/school management reasons and behaviour control strategies. The findings point to practical needs for awareness raising, targeted teacher training, and context-sensitive classroom management policies. The study is limited by the absence of state school student data, and this issue should be addressed in future research.