The relationship between discipline approaches of teachers and clasroom climate and students' perceptions on instructioanal dissent

The aim of this study is to examine the relationship between teachers' disciplinary approaches and classroom climate and instructional dissent according to the perceptions of high school students. Relational survey model was used in the research. The population of the research consists of 16,701 high school students studying in 26 Anatolian High Schools located in the central districts of Diyarbakır (Bağlar, Kayapınar, Sur, Yenişehir) during 2017-2018 academic year. The data gathered from 1512 students who were chosen with stratified and simple random sampling models were examined. In the research, "Disciplinary Approach Scale" that consists of two sub-dimensions and 39 items and "The Classroom Climate Perceived by Students Scale" that consists of four sub-dimensions and 29 questions and "Instructional Dissent Scale" that consists of three sub-dimensions and 22 items. The data obtained was analyzed with SPSS and AMOS software. With t-Test and one-way variance analyze, it is determined that whether if the students' perceptions show a significant difference according to various variables. The significance level was set as 0,05. The students' perceptions about disciplinary, classroom climate and education opposition were examined with correlation analysis. Structural equation modeling was used to determine if there is a mediation effect of classroom climate for the effect of disciplinary approaches on educational opposition. İmportant findings of the research are that: The students' perceptions for disciplinary approach are "often" in contemporary dimension, it is "sometimes" in traditional dimension. According to that, teachers have a high level of contemporary discipline and a medium level of traditional discipline. The average of students' perceptions of the sub-dimensions related to classroom climate are "agree" for peer support, "neither agree nor disagree" for teacher support, "agree" for satisfaction and "agree" for academic adequacy. The average of the whole scale is "agree". The average of students' perceptions of the sub-dimensions related to ınstructional dissent is "agree on a medium level" for expressionist, "agree on a medium level" for impressive, " never disagree" for revenge. The mean of the whole scale was "agree on a medium level". When the relation between sub-dimensions of disciplinary approach and sub-dimensions of classroom climate was examined, it was observed that there is a relation between contemporary dimension and all dimensions of classroom climate in a positive direction and at a medium level. At the same time, it was observed that there is a relation between traditional dimension and all dimensions of classroom climate in a negative direction and at a low level. The "contemporary" sub-dimension of disciplinary approach and "expressionist" sub-dimension of educational opposition have a relation in a negative direction and at a "low" level. The "contemporary" sub-dimension of disciplinary approach and "impressive" sub-dimension of ınstructional dissent have a significant relation in a positive direction and at a "medium" level. The "contemporary" sub-dimension of disciplinary approach and "vengeful" sub-dimension of ınstructional dissent have a significant relation in a negative direction and at a "medium" level. The "traditional" sub-dimension of disciplinary approach and "expressionist" sub-dimension of ınstructional dissent have a significant relation in a positive direction and at a "low" level. The "traditional" sub-dimension of disciplinary approach and "impressive" sub-dimension of ınstructional dissent have a significant relation in a negative direction and at a "low" level. The "traditional" sub-dimension of disciplinary approach and "vengeful" sub-dimension of ınstructional dissent have a significant relation in a positive direction and at a "medium" level. According to the model established and tested to determine the effect of classroom climate on ınstructional dissent; positive classroom climate increases the level of effective opposition of students. Beside that it was found that the favorable classroom climate decreases students' vengeful opposition behaviors. Keywords: Disciplinary, disciplinary approach, classroom climate, opposition, educational opposition.