Abstract:

This study aims to study the relationship between class teachers’ perceptions of responsibility for student success and failure with the control focus. It has also been tried to determine whether the class teachers’ control focus, student success and failure responsibility perceptions make differences according to the determined variables. The universe of research formed by the relational scan model is formed by class teachers who are working in the Diyarbakır province center. 508 class teachers were selected by a proportional sampling method to represent the universe. To collect the necessary data for the research, the "Teacher Audit Room Scale" and the "Teacher's Responsibility Perception Scale for Student Success" were used. The analysis process of the obtained data used visual statistics, independent t test, one-way variance analysis, Mann Whitney U test, Kruskal Wallis H test and Pearson Moments Collapse Correlation Scorecard. The research found that class teachers have a high perception of responsibility for student success but a low perception of responsibility for student failure. It has also been shown that the characteristics of the class teachers’ control focus show significant differences in terms of gender and age variables, but they do not show significant differences in terms of employment type and student number variables. The size of responsibility for success shows a significant difference in the number of students and age variables; the size of responsibility for failure shows a significant difference in the type of employment and age variables. Finally, it was found that there was a positive middle-level relationship between class teachers’ opinions about the focus of control and their opinions about taking responsibility for success.

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