Abstract
While it depends on many factors for the teacher to achieve the assumed mission apart from themselves, the quality of the relationship established between the teacher and student is among the prominent factors that enable the student to reach the target behaviors. Considering the role of educational institutions as the protective factor for students and the efficiency of teachers in this process, the main purpose of this research was determined as examining the effect of the perceived teacher behaviors on the self-esteem of students and their attitudes towards learning. 306 students randomly selected from among the 9th, 10th and 11th grades from Anatolian high schools in Kadikoy, Istanbul were applied scales of Perceived Teacher Behaviors, Self-Esteem and Attitudes towards Learning, and the obtained data was analyzed by Pearson Moments Correlation and Regression Analysis techniques. The findings revealed that the perceived teacher attitudes and its sub-dimensions were negatively and weakly correlated with self-esteem, moderately positive and weakly correlated with attitudes toward learning scale sub-dimensions (p < 0.05; p < 0.01). According to results, it was determined that the perceived teacher behaviours negatively affected the self-esteem and positively affected the nature of learning, expectation and openness dimensions in the sub-dimensions of the attitudes towards learning and negatively affected the learning-related anxiety. It was found that while 7% change in self-esteem is explained by Factor 2 (positive teacher behaviors) and this factor negatively affected the self-esteem; Factor 2 on the anxiety dimension of the attitudes about learning and Factor 1 and Factor 3 explaining the behaviors of teachers that are considered within the scope of emotional abuse explain the 15% of the change in anxiety, and that these factors negatively affected anxiety; Factor 1 and Factor 4 (negative teacher behaviors) Factor 2 (positive teacher behaviors) explained 19% of the change in the dimension of openness to learning, and these factors had a negative effect on the dimension of openness.
Highlights
Teachers undertake an important mission in raising qualified manpower by realizing the objectives of the education system in the classroom environment
The negative relationship between perceived teacher behaviors and self-esteem and the teacher behaviors explained by Factor 2
Self-esteem and attitudes towards learning has revealed findings that do not overlap with the related literature, it has the quality to add a different dimension to the studies related to the subject
Summary
Teachers undertake an important mission in raising qualified manpower by realizing the objectives of the education system in the classroom environment. The main duty of the teachers is to create behavior change in the students in line with the learning process and objectives. The behaviors that the student expects from the teacher vary depending on the dynamics of development at each stage of teaching, the expectation for the form of relationship based on trust, love and unconditional acceptance, which are the basic building blocks of all human relationships, does not change. As a human being in the classroom environment, the student demands to experience the dynamics of the basic human relationship with the teacher, the other person, from whom he/she expects to secure his/her own development, through their position (Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009; Feuerborn & Chinn, 2012). The student’s positive perception of the classroom climate
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