摘要：The aim of the study is to reveal how primary, secondary and high school teachers define students’ diapproved behaviors, how the teachers overcome these behaviors and how the teachers evaluate the support of school counselor for these behaviors. Additionally, in the study it is examined whether there is a significant difference between teachers’ approaches (appropriate/inappropriate) to students’ disapproved behaviors according to collaboration with school counselor, school level and gender. The sample group consists of 30 teachers serving at primary, secondary and high school levels in Istanbul. “Teacher Assessment Form” and “Personal Information Form” were used to collect data. Mixed research design was employed in the study. The collected data were subjected to quantitative and qualitative analyses. Frequency (f) and percentage (%) calculations were performed for quantitative analysis. Furthermore, bivariate chi-square (X2) and Fisher Exact tests were performed using the crosstabs technique. Descriptive analysis was made for qualitative analysis. As a result, a significant difference between teachers’ approaches towards diapproved behaviors of students was found out. Additionally, there is a significant difference between teachers’ approaches towards dispproved behaviors of students according to collaboration with school counselor. But there is no significant difference between teachers’ approaches according to teachers’ gender and teachers serving school level.
