Özet:

Excellent intelligent students differ from their fellow in their motivation, learning, social and emotional needs. These differences make it inevitable that teachers who will continue their education and training have a different set of qualities. Because, the teacher's professional skills and personality characteristics affect the student's academic, cognitive and sensual development. The main objective of this research is to study the continued kind of educational institution of the qualities that superior intelligent students want to see in their teachers as a priority, the gender of the student and whether the educational needs in the educational institution where education is continued differ according to the level of satisfaction. The research is designed in visual designs from scan models. The work group consists of five science high schools in the public area in the district of Trakya, a superior school of intelligences that serves within the private sector and three students who continue their education in the Science and Arts Centre (BILSEM). The study was conducted by a total of 1077 students. As a data collection tool, Shahin and Tortop (2013) developed the "Supreme Intellectual Teacher Preference Scale" (Supreme Intellectual Teacher Preference Scale). In the calculation of the internal consistency reliability of the research data, the Cronbach α value was calculated. Personality characteristics are calculated as .92, Professional characteristics are calculated as .89 and scale is calculated as .94. In addition, it is determined that the characteristics they want to see in their teachers according to the gender of the participants are not different, the high school students in the public and the private school students who serve in the ITSEM and the private sector are different. In addition, it has been determined that the points of those who think their educational needs are fully met and those who think they are partially met are significantly different.

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