Teachers' and students? perceptions related to teachers? interpersonal behaviors

The purpose of this study was to investigate eighth grade students? perceptions of their English teachers? interpersonal behaviors and teachers? own perceptions about themselves. The sub-problems of this study are whether the students? perceptions differentiate from gender, mother?s education level, father?s education level, family income and whether the teachers? perceptions differentiate from gender, seniority, mother?s education level, father?s education level, the last school graduated from.The scope of the research consists of 152 English teachers who work in 69 public elementary schools in Malatya in the academic year 2006-2007 and 7946 eighth grade students in these schools. The Questionnaire on Teacher Interaction was applied to 126 English teachers and 1390 students who are the sampling of the research .The statistical tests were applied oriented relationships and the differentiations between classes of independent variables. For this purpose, in the normal, One-Way ANOVA; in paired comparisons independent T Test was used. Where the variances are not homogeneous, Kruskal Wallis-H and Mann Whitney-U tests was used. Besides, to specify the relationship between the perception of teachers and students the analise of Pearson Product Moment Correlation was used. At the end of the study which aims to investigate eighth grade students? perceptions of their English teachers? interpersonal behaviors and teachers? own perceptions about themselves, When the independent variables are looked in generally the results can be summed up like these: ? The students? perceptions related to the teachers? communication skills in the classroom vary in many sub-dimensions. Because of the variance in the gender, the female students have evaluated their teachers more positively. When the parents? variance is looked at; the better education the mothers have, the more negatively the students have evaluated their teachers. ? When the teachers? perceptions is looked at; teachers? gender, seniority and the last school they have gratuated, there haven?t been many differences. ? When the teacher and the student perceptions are compared, the teachers generally evaluate their own behaviour more positively than the students do.Based on the findings obtained with the research, some recommendations directed to the pragmatists and researchers are like that:?In order to to provide the English teachers notice the positive and negative aspects about their own communication skills, in-service training programs, which includes the issue of effective communication and perception, should be organized. ?Conferences and seminaries about effective communication and perception may be given to the students by the experts.?It would be useful that especially the lessons which focus on classroom communication, take place among the compulsory lesson in the programs of faculities of education. ?To improve the teacher-students communication, the number of the parents meetings hold in each term, should be increased and these meetings should be done as special interviews with the attendance of students, parents and teachers.?The concept of freedom should be explained well, it should be expressed that freedom is unlimited and if necessary, the limits of it should be determined by the attendancy of the students. ?By cosidering the out of class communication effects the communication inside the class, at the coridors, in the garden in other words everywhere and everytime, teachers should be encouraged to improve their communication with the students. ?To improve the communication in the classroom, it should be provided for the teachers to have an information about the family structure of the students. Key words: Class Management, classroom interaction, English teacher?s interpersonal behavior.