Successful and unsuccessful students who percei̇ve against teachers' attitudes and behavior

This study attempted to determine whether or not student achievement was influential on the behaviors of middle school teachers towards their students. To this end, separate measurement tools were developed to determine the behaviors of teachers and students. The measurement tool for teachers contained 42 questions, and the measurement tool for students consisted of 56 questions. The research universe consisted of teachers working in the middle schools located in the central district of Kırşehir Province in the 2011-2012 academic year as well as students attending such schools. Since reaching all teachers and students constituting the universe would cause extra cost and time problem for the researcher, the stratified sampling method was employed in the present study. The survey method was adopted in the study. The data obtained through the measurement tools were loaded onto SPSS 18.01. Analyses were made on such data based on the sub-problems of the study. In such analyses, frequency (f), percentage (%), arithmetic mean ( ), standard deviation (Ss), t-test, variance analysis (ANOVA), and post-hoc LSD test were used. For significance tests, p<0.05 level was taken as a basis. No significant difference was found between student opinions concerning teachers' revising previous lessons before proceeding to a new subject, informing students of new subjects, making students eager for the lesson, recalling prior knowledge before proceeding to new subjects, making the lesson entertaining, fairness in allowing successful students to express their opinions, asking questions in accordance with students' levels, distributing awards equally, fairness in marking, comparing students with other students, reacting fairly to students' mistakes, trusting in students, caring about students, and treating students differently. However, a significant difference was found between student opinions concerning teachers' making students focus on the vi lesson, giving coverage to intriguing activities, paying attention to successful or unsuccessful students, acting reasonably in allowing successful and unsuccessful students to express their opinions, granting enough time for solving questions, punishing for failure, punishing for negative behaviors, attaching importance to students' views, communicating with successful or unsuccessful students, giving advices, and liking some students less. In response to the questions addressed to them, the teachers told that they prepared plans in parallel with guidebooks, gave the same assignments to all students, checked the assignments by themselves, and employed spiritual awards more. This study intended to ascertain whether or not there was any difference between teachers' behaviors towards students perceived successful and those perceived unsuccessful. The research findings were supported by the findings in the literature. The findings of the present study may make important contributions to concerned people engaged in training administrators and teachers.