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As a result, a significant difference between teachers' approaches towards diapproved behaviors of students was found out.
But there is no significant difference between teachers' approaches according to teachers' gender and teachers serving school level.
Additionally, there is a significant difference between teachers' approaches towards dispproved behaviors of students according to collaboration with school counselor.
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.
A relation between teachers' approaches to teaching (student-focused and teacher-focused) and students' approaches to learning has been established; authors have proven that when teachers describe their approach to teaching as teacher-focused, students are more likely to report that they adopt a surface approach to learning.
Given that there are three distinct groups of countries where the use patterns have different relations to students' CIL, we hypothesize that the reasons for the differences should be found at the contextual level, either in the country culture, education system organization, methods of integrating ICT in schools, or in differences in teachers' approaches to teaching.
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