Abstract:

Love is one of the prerequisites for educational environments to be reliable, qualified and functional. While creating a loving educational environment, the level of the teacher’s love for his student and his profession and how much he uses this love in the educational environment are significant. This study aims to examine primary school teachers’ dispositions towards love pedagogy in terms of various variables by applying the “Dispositions Towards Love Pedagogy Scale” which is developed to determine the level of teachers’ use of love in the educational environment. The universe of the research consisted of classroom teachers working in Diyarbakır in the 2020-2021 academic year. In the study, the snowball sampling method was used within the framework of non-random sampling for the selection of the sample. In addition to descriptive statistics, the t-Test for independent samples, one-way analysis of variance (ANOVA), Mann-Whitney U test were used to examine the dispositions of classroom teachers towards love pedagogy. As a result of the findings, when the teachers’ dispositions towards love pedagogy were examined on the basis of dimensions, it was identified that the highest attitude scores were in the pedagogical kindness dimension, and the lowest attitude scores were in the forgiveness dimension. Considering the total score averages, it was seen that the teachers’ attitudes were at a high level. In terms of various variables, it was observed that there were significant differences in the attitudes of teachers according to their gender, having children, marital status, and willingly choosing the teaching as a profession.

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