Abstract The aim of this research is to determine the expectations and perceptions of teachers concerning the rewarding and discipline approaches for the primary and secondary school teachers. 1814 teachers working at primary and secondary schools of Manisa Province formed the population of research, and 452 of them formed the sample (female 217, male 235). In this research, a Likert type scale that was developed by the researcher, called Rewarding and Disciplinary Approaches toward Primary and Secondary School Teachers was used. Some of the valuable findings of the research are as follow: 1) There is a significant difference between the perceptions of the teachers about the rate of occurrence of the following sub-dimensions: evaluation, rewarding and discipline depending on teaching experience; evaluation, rewarding and discipline depending on the stages of schools where they work; evaluation and rewarding depending on whether they have been rewarded or not (p<.05) 2) There is a significant difference between the perceptions of the teachers about the rate of occurrence of the following sub-dimensions: discipline and evaluation depending on teaching experience; evaluation, rewarding and discipline depending on their major fields of study; rewarding and discipline depending on the types of school they have graduated from; evaluation and discipline depending on their sexes; evaluation, rewarding and discipline depending on the levels of schools where they work (p<.05). 3) Both primary and secondary schoolteachers think that internal rewards are much more valuable than external ones. Key Words Reward, Punishment, Discipline, Teacher. © Kuram ve Uygulamada E¤itim Bilimleri / Educational Sciences: Theory & Practice 3 (1) • May›s / May 2003 • 219-225 Rewarding and Disciplinary Approaches Toward Primary and Secondary School Teachers Ruhi SARPKAYA* * Correspondence: Dr., Adnan Menderes University Faculty of Education, Department of Primary Education.