Araştırmanın amacı, 7. ve 8. sınıf öğrencilerinin Türkçe öğretmenlerinin mesleki etik davranışları hakkındaki görüşlerini incelemektir. kullanılmıştır. Araştırmanın nicel verilerine ait örneklemi, 2016-2017 eğitim-öğretim akademik yılı bahar döneminde, Bartın ili Merkez ilçede bulunan 10 ortaokul kurumunun 7. ve 8. sınıfında öğrenim gören 1181 öğrenci oluşturmaktadır. Araştırmanın nitel verileri için çalışma grubunu, yine aynı ortaokulların 7. ve 8. sınıfında okuyan 20 öğrenci oluşturmaktadır. Araştırmada nicel verileri toplama aracı olarak Gündüz ve Coşkun'un (2012) geliştirdiği, iki faktörlü ve 30 maddeli, 'Öğrenci Algısına Göre Öğretmen Etik Değerler Ölçeği' kullanılmıştır. Araştırmada nitel verileri toplamak için, 'Öğrenci Algısına Göre Öğretmen Etik Değerler Ölçeği' ne bağlı kalınarak araştırmacı tarafından sekiz soru hazırlanmıştır. Bu soruların dört tanesi Mesleki Sorumluluk alt boyutu ile ilgili, dört tanesi de Mesleki Yeterlilik Alt Boyutu ile ilgilidir. Nitel sorular çalışma grubundaki öğrencilere Bireysel Görüşme yoluyla yöneltilmiştir. Öğrenci Algısına Göre Öğretmen Etik Değerler Ölçeği'ne ait Cronbach Alpfa güvenirlik katsayısı 0.95, test tekrar test korelasyon katsayısı 0.88' dir. Araştırmanın nicel verileri SPSS 22.0 istatistik programı ile çözümlenmiştir. Araştırmanın nitel verileri betimsel analiz yöntemi ile analiz edilmeye çalışılmıştır. Ortaokul öğrencilerinin gözüyle Türkçe öğretmenlerinin mesleki etik (genel) kurallara uyma düzeyleri, mesleki sorumlulukları ve mesleki yeterlilikleri arasında yüksek düzeyde, pozitif yönde, anlamlı bir ilişki bulunmaktadır

The aim of the study was to examine the opinions of 7th and 8thgrade students on the professional ethical behaviors of Turkish language teachers. The explanatory design of the mixed method was used in the study. 1181 7th and 8th-grade students studying at 10 secondary schools located in the central district of Bartin province during the second semester of the 2016-2017 academic year constituted the study group for the quantitative data of the research. 20 7th and 8th-grade students studying at the same secondary schools constituted the study group for the qualitative data of the research. The two-factor and 30-item ‘Teacher Ethical Values According to Student Perception Scale' developed by Gündüz and Coskun (2012) was used as a quantitative data collection tool in the study. 8 questions were prepared by the researcher by adhering to the 'Teacher Ethical Values According to Student Perception Scale' to collect the qualitative data in the study. 4 of these questions are related to the Professional Liability sub-dimension, and 4 of them are related to the Professional Competence sub-dimension. Qualitative questions were posed to the students in the study group through the Individual Interview. The Cronbach's Alpha reliability coefficient of the Teacher Ethical Values According to Student Perception Scale was 0.95, and the test-retest correlation coefficient was 0.88. The quantitative data of the study were analyzed by SPSS 22.0 statistical program. An attempt to analyze the qualitative data of the study was made by the descriptive analysis method. Based on the opinions of secondary school students, there is a high, positive and significant relationship between Turkish language teachers' levels of following professional ethical (general) rules, professional liabilities, and professional competencies The purpose of the novel study was to investigate the opinions of 7th and 8th-grade students on the professional ethical behaviors of Turkish language teachers. When the literature survey was conducted, it was observed that the number of researches related to the level of teachers' compliance with professional ethical behavior was very low. In the studies related to the subject; School administrators, teachers or teacher candidates have been selected, and from here on, it is observed that educators evaluate themselves in terms of compliance with ethical rules in their studies. With this research, it is aimed to determine the level of compliance of Turkish teachers with ethical rules in terms of professional responsibilities and professional competencies according to the perception of middle school students. In previous studies on the subject, the study group includes teachers from all branches. Hence, as this study is conducted on Turkish language teachers, we think that it will help to close the openness in this subject. Method The two-factor and 30-item ‘Teacher Ethical Values According to Student Perception Scale' developed by Gündüz and Coşkun (2012) was used as a quantitative data collection tool in the study. 8 questions were prepared by the researcher by adhering to the 'Teacher Ethical Values According to Student Perception Scale' to collect the qualitative data in the study. 4 of these questions are related to the Professional Liability sub-dimension, and 4 of them are related to the Professional Competence sub-dimension. Qualitative questions were posed to the students in the study group through the Individual Interview. The Cronbach's Alpha reliability coefficient of the Teacher Ethical Values According to Student Perception Scale was 0.95, and the test-retest correlation coefficient was 0.88. The quantitative data of the study were analyzed by SPSS 22.0 statistical program. An attempt to analyze the qualitative data of the study was made by the descriptive analysis method. Discussion and Conclusions According to the findings reached at the end of the study, the following general results were found: a statistically significant difference was observed in the perceptions of Turkish language teachers' levels of following professional ethical rules according to the gender factor in terms of demographics of secondary school students (t = 4.564, p < 0.05). The female student group ( = 4.12) and male student group ( =3.92) were concentrated at the "high" level in their opinions on Turkish language teachers' levels of following professional ethical rules. However, female students stated that Turkish language teachers further followed the professional ethical rules, compared to male students. According to the type of school, a statistically significant difference was found regarding the students’ opinions on Turkish language teachers' levels of following professional ethical rules (F=6,765, p 0.05). A statistically significant difference was found in students' perceptions of Turkish language teachers' levels of following professional ethical rules according to the professional liability factor (t = 4.46, p < 0.05). Female students ( = 4.15) and male students ( =3.95) were concentrated at the "high" level regarding the professional ethical behaviors of Turkish language teachers. Female students, compared to male students, stated that their teachers further followed the professional ethical rules than the professional liability factor. A statistically significant difference was found in students' perceptions of Turkish language teachers' levels of following professional ethical rules according to the professional competence factor (t = 4.310, p < 0.05). Female students ( = 4.07) and male students ( =3.86) were concentrated at the "high" level regarding the professional ethical behaviors of Turkish language teachers. Female students, compared to male students, stated that Turkish language teachers further followed the professional ethical rules than the professional liability factor. Based on the opinions of secondary school students, there is a high, positive and significant relationship between Turkish language teachers' levels of following professional ethical (general) rules, professional liabilities, and professional competencies. Suggestions The research was carried out on the 7th and 8th grades. Studying the same research on the students at other levels of primary and secondary education may contribute to the literature. The opinions of middle school students regarding the compliance of Turkish teachers with their professional ethical behaviors were examined by variables such as class, gender and school type. New studies can be looked at with different variables such as academic achievement. Conclusions about the professional ethical behavior of Turkish teachers can be an example for the researcher who held studies in different lessons. In the study, the students who were affected by the ethical behaviors of the teachers were interviewed. Negotiations can also be made with colleagues, parents, and managers to deepen the research.