TÜRKİYE YÜZYILI MAARİF EĞİTİM MODELİNDE SEVİNÇ, HÜZÜN, ÖFKE, KORKU VE UMUT DUYGULARININ İNCELENMESİ
EXAMINATION OF JOY, SADNESS, ANGER, FEAR AND HOPE EMOTIONS IN TÜRKİYE’S CENTURY MAARIF EDUCATION MODEL

Summary/Abstract: In this study, the role of basic emotions such as joy, sadness, anger, fear and hope in the education process in the Turkey Century Maarif Education Model and the effect of these emotions on students' academic, social and emotional development were examined. In this study, where the screening model, one of the qualitative research methods, was used, a semi-structured interview form was used as the data collection tool. The study group consisted of 10 Turkish teachers working in different regions throughout Turkey. The data obtained from the interviews were examined with thematic analysis method and the findings were detailed through codes and themes. The findings of the study revealed that teachers observed students' emotions in the education environment, especially in group work, exams and reward-punishment processes. It was determined that positive emotions such as joy and hope increased students' learning motivation, while negative emotions such as sadness and anger developed empathy and social skills when managed appropriately. In addition, it was determined that the feeling of fear supported students' ability to exhibit safe behaviors and evaluate risks. Strategies such as drama, role-playing and emotional diary used by teachers to support emotional intelligence stood out as effective tools of this process. The results of the study show that the Turkey Century Maarif Education Model provides a holistic framework for increasing students' emotional awareness and that this model increases awareness of the importance of emotional intelligence in education. It is emphasized that teachers should be supported with the strategies offered by the model and that practices that develop emotional intelligence should be integrated into educational processes more widely. This study provides important contributions regarding the role of emotions in education and provides a valuable foundation for future research.

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