There are few studies on didactogenicity at the global level (Cukier, 2004; Davitz&Ball, 1978; Nelsen et al., 1997; Hyman&Snook, 1999) and even fewer at the level of our country (Sava, 2001; Sava in Boncu&Ceobanu, 2013). Our paper aims at rendering the concept of didactogenicity more visible in relation to the Romanian educational system, as well as at promoting awareness of the impact of teacher behaviour upon children. This article represents the theoretical background for a research study we shall conduct in the second semester of the 2014-2015 school year that will involve applying a questionnaire to a relevant number of students from several schools in the county of Bacau. The findings of the respective study shall be revealed in a future paper. Our hypothesis is that didactogenicity is a more or less recognized issue of the Romanian educational system and that more thorough work should be conducted to diminish and control its occurrence in Romanian schools and impact upon the students’ development.
Key words: didactogenicity, impact, teacher’s roles, teacher as model, school inadaptation