Özet:

Motivation is the most critical factor in the academic achievement of students. The most critical factor in the emergence of student motivation is teacher behavior. In this study, it was aimed to determine the teacher behavior increasing and decreasing student motivation. The study was carried out in a phenomenological pattern from qualitative research designs. 294 teacher candidates, who are pedagogical formation students or graduates of Theology Faculty at Necmettin Erbakan University, have formed the study group. The data were collected by an open-ended questionnaire developed by the researchers. The data were analyzed by content analysis. As a result of analysis, it has been reached that teachers' personal interest, preparation/planning, expectation of high success, enthusiasm, equality-justice, consistency, open class climate, field knowledge and attention-grabbing behavior increase student motivation; dejection, favorite student, inconsistency, closed class climate, violence-physical violence, psychological violence and passive aggression, inaccessibility, inadequacy-class control, humor, human relations, speech problems and content knowledge decrease student motivation. Suggestions have been made to teachers, teacher training institutions and schools based on the findings.

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