@article{2019,title={TEACHER ATTITUDES AND BEHAVIOURS INFLUENCING HIGH-SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT: A QUALITATIVE ANALYSIS},abstractNode={Academic achievement is the proficiency level students reach at the end of a certain programme as specified by programme objectives. There are numerous factors influencing students’ academic achievement with testing, school culture, socio-economic structure, family, teacher attitudes and behaviours among the leading ones. Teacher attitudes and behaviours have an impact on students as teachers are the main determining factor in the execution of learning and teaching, and classroom management. Hence, it is significant to explore and analyse teachers’ beliefs who substantially influence academic achievement. This study aims to establish the factors that impact on high-school students’ academic achievement based on teachers’ beliefs, and to offer suggestions. This qualitative study used case study design. The participants are 50, 23 women and 27 men, teachers who were working in 2017-2018 academic year in different high-schools in Artuklu District of Mardin Province, Turkey. The data was fed into Maxqda 11 qualitative data analysis software for content analysis. Recurring themes were specified based on analysis results. The teacher attitudes and behaviours that analysis results found to influence students’ academic achievement are showing interest in students, setting an example, popularising the lesson, caring for students, and motivating students. Failing to update, professional inadequacy, and attributing blame to external factors were found to be teacher internal factors influencing academic failure. The study offers the following suggestions to improve students’ academic achievement: doing activity-based classwork, simplifying the curriculum, developing positive relationships with students, assigning students responsibility, and reducing the daily number of classes.},author={Faysal ÖZDAŞ},year={2019},journal={Turkish Studies-Educational Sciences}}