Akademik Veri Yönetim Sistemi
Atatürk Üniversitesi, ss.29, Erzurum, 2025
This study investigates the metaphorical perceptions of secondary school students towards their mathematics teachers, aiming to explore how these perceptions reflect deeper educational and emotional dynamics. Using a qualitative research design, particularly the phenomenological method, data were gathered from 114 students through a structured metaphor prompt: “A mathematics teacher is like … because …”. The responses were analyzed via content analysis and categorized under five primary themes: Knowledge and Guidance, Inspiration and Motivation, Love and Trust, Difficulty and Discipline, and Change and Development. The findings reveal that students perceive mathematics teachers as influential figures beyond the classroom, acting as both emotional supporters and cognitive guides. These metaphorical representations offer insights into how students internalize educational experiences and suggest the necessity of a holistic approach in teaching practices. The study contributes to the literature by presenting rich qualitative data that emphasize the multidimensional role of teachers in shaping student identity and learning outcomes.