Abstract:

The aim of this study is to examine the relationship between teachers' disciplinary approaches and instructional dissent according to the perceptions of high school students. Relational survey model was used in the research. The students’ perceptions about disciplinary and instructional dissent were examined with correlation analysis. Important findings of the re-search are that: The students’ perceptions for disciplinary approach are “often” in contemporary dimension, it is “sometimes” in traditional dimension. The average of students' perceptions of the sub-dimensions related to instructional dissent is “agree on a medium level” for expressionist, “agree on a medium level” for impressive, “never disagree” for revenge. 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 “con-temporary” sub-dimension of disciplinary approach and “impressive” sub-dimension of instructional 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 instructional 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 instructional 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 instructional 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 instructional dissent have a significant relation in a positive direction and at a “medium” level.

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