The purpose of this study was to determine whether or not the
primary school student''''s adaptation and achievement is affected
by the teacher''''s gender role and/or sex. The Sample consisted
of 256 primary school teachers(M,119;F, 137) and 2432 students(
M,1245;F,1187) from 4th through 6th grades. Five measures were
administered for use in the study: Sex Role Inventory, Teaching
Efficacy Scale, Teacher Attitude Inventory, School Adaptation
Inventory and Teacher-image Scale. The last two datum were
collected from students. The obtained data were statistically
treated by T-test, F-test , multiple regression and path
analysis. The main findings of the study were: 1. Teacher sex
and gender role types influence student''''s school adaptation and
Achievement, but not whole. 2. School Adaptation influence
academic achievement. Teacher- image was evaluated differently
by students, but these difference were found to be related to
school adaptation.