Student Perceptions Of Differential Teacher Behavior And Reaction To Teacher

The purpose of this study was to investigate how junior high school students perceive their teacher' differential behaviors to hypothetical high and low achievers, and the relation between perception and reaction to their teacher. This study adopted questionnaire and interview, there are 925 junior high school students participating the inventory .579 subjects of all sample participate the formal inventory. The formal questionnaire include student' edition and teacher' edition, each edition include two inventories, toward hypothetical high and low achievers. Subjects were asked to finish the questionnaire before December, the results are as following:First, teacher's differential behaviors perceived by their students include four factors: learning supporting (I), emotional supporting (II), chance and privilege (III), demand and pressure (IV). Students think teacher had given high achiever more learning supporting, chance and privilege, higher level demand and pressure than low achiever; however, in emotional supporting, students think low achiever receive more than high achiever.Secondly, students perception of teacher differential behaviors exist grade difference. (PDB score=high achievers score-low achiever score). In the factor I, III, IV, students perceive that the PDB score get to higher, but in the factor II, students perception is on the other hand with grade.Thirdly, students reaction to their teacher exist grade difference. Low-grade students' reaction is more positive than high-grade students.The relation between students' perception of teacher differential behavior score and their reaction is negative. The higher PDB score (absolute value), the more negative students' reaction to their teacher. Moreover, the much more teacher treat low achiever positively, the more positive students' reaction.The perception to differential behavior between students and their teacher exist remarkable difference. Teacher' perception is more rosy and excessive. In the former two factors, teacher' perception is more favorable; in the latter two factors, teacher'perception is more extreme.