Positive Thinking Schools: Projects From Teachers

Abstract

This study was carried out within the scope of the Art of Happiness, Positive Thinking, and Subjective Well-Being Project. Within the scope of the project, 8-session pre-training was provided to teachers to inform them on the scope of positive thinking and in order to support their subjective well-being. Within the scope of positive thinking applications at schools, which formed the second stage of the project, teachers developed and applied their own projects at their schools. In the study, teachers' views on the scope of the projects they applied at schools and the project application process were analyzed. As the study design, the case study design was applied. The study group consisted of 28 voluntary teachers who received positive thinking training in the first stage of the project and were entitled to get a certificate of achievement. Within the scope of the study, teachers planned their projects and reported on the process. In addition, they kept researcher diaries regarding their applications and noted down their observations. In the research process, 28 teachers at 15 different schools developed and applied 17 different projects. The teachers' views were analyzed in the context of interviews, reports, and diaries. In the study, teachers' observations and evaluations regarding positive thinking education realized in the COVID-19 process were discussed.

Targeting Motivation for Primary School Teachers in Saudi Arabia

“…Gür and Eser (2022) pointed out the importance of effective communication with teachers and team spirit within the scope of practices in educational environments. Effective comminucation strategies will lead meaningful task assignments which will also lead instrintic motivation (Gür et al, 2021). Onyefulu et al,(2023) suggested motivational enhancement training for administrators in order to use motivational strategies effectively for the motivation and vocational-outcome expectations of the teachers.…”