Abstract
The present study aims to provide observational evidence on the differences of perception of the ideal and real teachers among 1-year and finalyear students. Although numerous studies have delved into students' general attitudes towards teachers, research specifically focusing on real and ideal images using Osgood’s semantic differential method towards teachers remains scarce. After completing the translation and adaptation processes, the inventory was distributed to a total of 75 (10 males, 65 females) first year and final year undergraduate students majoring in Pedagogy and Psychology across the university in Astana, Kazakhstan. Of these, 50 were first-year students and 25 were final-year students. A factor analysis was carried out to investigate and compare the factors across semantic differential scales of chosen 19 bipolar adjectives. Based on the descriptive factor analyses (SPSS), it was evident that the students of both categories perceived the image of real and ideal teachers differently in terms of their expectations, heightened emotional resonance, importance of communication competences and evaluation. The result of the study can be used for curriculum development and teaching practices, where it is of great importance to investigate both students’ and teacher’s perception of the teaching-learning process.