The aim of this research is to specify the relationship between the academic grit skills and academic success of primary school fourth grade students. In addition, the academic grit skills and academic success of primary school fourth grade students included in the sample were analyzed in terms of various factors (gender, education status of the mother, education status of the father, socioeconomic level, preschool education status and number of siblings). The study employs the relational scanning model, which is one of the quantitative research methods. The study group of the research consists of 400 fourth grade students, determined using the proportional stratified sampling method, who receive education in state primary schools chosen from regions that differ in terms of socioeconomic levels in the city center of Sivas. Research results indicate that there is a statistically positive, moderately significant relationship between the academic grit levels and academic success of primary school fourth grade students.

The main purpose of this research is an in-dept analysis of the opinions of teachers who have received the certificate of merit and school administrators on the reward. The study uses the phenomenology pattern, which is one of qualitative research patterns. Data collection process was conducted between May-June of the Academic Year 2020-2021. The study group consists of 14 elementary school teachers and 10 school administrators determined using the criterion sampling method, which is one of purposeful sampling methods. Research data was collected using semi-structured interview forms prepared by the researchers. The content analysis method was used to analyze the data. It was determined that the teachers were rewarded the certificate based on projects, social and cultural activities, teacher performance, improving the physical equipment of the school, increasing the success level of students, carrying out social service and use of union and personal relationships. On the other hand, some school administrators and teachers stated that there was not fair practice in the process of rewarding the certificate of merit. For teachers, being rewarded the certificate of merit was evaluated in various ways by their colleagues and school administrators. In addition, the majority of the teachers stated that they were motivated more as a result of receiving the certificate of merit. The majority of the teachers who received the certificate of merit also stated that the reward did not provide any benefits apart from some partial financial gain. Moreover, they expressed that they were motivated more after receiving the certificate. All teachers agreed that the certificate of merit should be rewarded, and they are supported by the opinions of school administrators in this regard. Overall, the participants emphasized that there should be clear criteria and fair practice in the process of rewarding the certificate of merit.