POSITIVE THINKING PRACTICES IN SCHOOLS

This study was conducted within the scope of the Positive Schools Project to shed light on teachers' perspectives on reflecting positive thinking in their own branches and practices in the teaching environment. Twenty-four teachers who received training within the scope of the project and agreed to participate in the study voluntarily were included in the study. Phenomenology was used as the research design. The content analysis was used to analyze the data obtained through interviews during the research process. Based on the results of the analyses performed, tables describing the themes, sub-themes, and codes were created, and explanations representing the views of the teachers were provided. The findings of the study revealed that teachers from all levels of education, from pre-school to upper secondary school, think that there is a need for activities on positive thinking and that they can transfer the understanding of positive thinking to their branches. When the views of teachers on the need for activities to be developed within the scope of positive thinking for their students were examined, the themes of difficulties in adaptation to school, the trauma process, and the need for effective communication-interaction emerged. Teachers suggested activities for self-awareness, unity awareness, and awareness of contribution within the scope of positive thinking in schools. In addition to the views of teachers on positive thinking, the study points to some negative situations that teachers have observed in their students. These negative situations include dysfunctional self-confidence, dissatisfaction with possessions, non-functional goals or goals for saving the day, and difficulties in purposeful planning. Keywords: positive thinking, positive schools, school adaptation, problems in education