The way in which the children working with children in the education system approaches children and loves children is very important. Because children approach and children love can be considered as a means of achieving the goals. All the same time, the children take the role of adults and the individuals who communicate and interact with themselves as role models in the educational process. Therefore the behavior of the people who are taken as role models and their being away from the anger are also vital. From this point of view, it was aimed to determine whether there is a significant difference between the level of continuous anger-anger expression and the level of child love according to some sociodemographic variables, and to determine the relationship between continuous anger-anger expression styles and child love levels in the Vocational High School Child Development. Department students. In the research carried out in the screening model, the Department of child development of girls Vocational High School affiliated to the Bingöl Provincial Directorate of National Education worked with the students. “General Information Form”, “Continuous Anger- Anger Expression Style Scale” and “Barnett Child Love Scale” were used in the research. As a result of the study 54,6% of the participants were aged 16 and over, 42% of them were in the fourth grade, 51,2% had three or more siblings, 34,5% were the first children 41,3% her mother’s literacy and primary school graduation and 47,1% her father’s literacy and primary school graduation. 66,6% of the students were going to university, 75,1% did not take communication courses. As a result of the research, it was found out that as the level of the class increased, the students control the anger more, the anger level increased as the number of siblings increased, the children with two siblings could control the anger more the students, anger-control and child loving were found to have a meaningful relationship in the positive direction. Based on the results of the research, it can be suggested to organize the trainings for the anger control for the students, to implement the supportive education programs to increase tolerance and solidarity among the brothers in the family

Education has a very important place in the future of a society. However, education does not make a sense alone in the future of a society. Also the attitudes and knowledge of teachers who will carry out these educational activities are also important in this process. Moreover teacher should be able to develop educational activities including the students showing atypical development, teaches may also need to spend an emotional labor. Even though emotional labor is defined as the teachers’ capacity of regulating their emotions and behaviors used while conducting the educational activities, it also stated that it may lead to burnout. Particularly, it can be considered that especially teachers who carry out the mainstreaming application frequently experience burnout as a result of intensive use of emotional labor behaviors. It is aimed to determine whether the emotional labor and burnout levels of the teachers who carry out the mainstreaming in the research are differentiated according to some variables and to determine whether there is a relationship between emotional labor and burnout. This descriptive study was conducted with to teachers who had mainstreaming students in their class at primary and secondary school level affiliated with Provincial Directorate for National Education of Çankiri. Ethics committee approval for the study was taken from Provincial Directorate for National Education of Çankiri, after the approval of the ethics committee, the school administrators and teachers were informed about the purpose of the study by going to the school and the study was conducted with the teachers who were voluntary to participate in the study. “General Information Form”, “Emotional Labor Scale” and “Burnout Inventory” were used as data collection tool in the study. 50% of the teachers included in the study were female 50% were male; 42,9% were in age group of 21-30 years, 31,4% had a seniority of 16 years and more and 64,3%had a students with mental deficiency in their class. As a result of the study, it is seen that gender, age, occupational seniority, deficiency type of the mainstreaming students cause a significant difference in some subscales of emotional labor scale, and marital status and deficiency type of the mainstreaming students cause a significant difference in depersonalization subscale of burnout inventory, whereas, a significant correlation was found between the subscales of emotional labor scale and the subscales of burnout inventory. Based on the results obtained from the study, it can be recommended to support the teachers who conduct the mainstreaming application more, provide in service trainings on special education to the teachers and increase the effectiveness of the existing practices, ensure school-family- teacher cooperation.

Education has a very important place in the future of a society. However, education does not make a sense alone in the future of a society. Also the attitudes and knowledge of teachers who will carry out these educational activities are also important in this process. Moreover teacher should be able to develop educational activities including the students showing atypical development, teaches may also need to spend an emotional labor. Even though emotional labor is defined as the teachers’ capacity of regulating their emotions and behaviors used while conducting the educational activities, it also stated that it may lead to burnout. Particularly, it can be considered that especially teachers who carry out the mainstreaming application frequently experience burnout as a result of intensive use of emotional labor behaviors. It is aimed to determine whether the emotional labor and burnout levels of the teachers who carry out the mainstreaming in the research are differentiated according to some variables and to determine whether there is a relationship between emotional labor and burnout. This descriptive study was conducted with to teachers who had mainstreaming students in their class at primary and secondary school level affiliated with Provincial Directorate for National Education of Çankiri. Ethics committee approval for the study was taken from Provincial Directorate for National Education of Çankiri, after the approval of the ethics committee, the school administrators and teachers were informed about the purpose of the study by going to the school and the study was conducted with the teachers who were voluntary to participate in the study. “General Information Form”, “Emotional Labor Scale” and “Burnout Inventory” were used as data collection tool in the study. 50% of the teachers included in the study were female 50% were male; 42,9% were in age group of 21-30 years, 31,4% had a seniority of 16 years and more and 64,3%had a students with mental deficiency in their class. As a result of the study, it is seen that gender, age, occupational seniority, deficiency type of the mainstreaming students cause a significant difference in some subscales of emotional labor scale, and marital status and deficiency type of the mainstreaming students cause a significant difference in depersonalization subscale of burnout inventory, whereas, a significant correlation was found between the subscales of emotional labor scale and the subscales of burnout inventory. Based on the results obtained from the study, it can be recommended to support the teachers who conduct the mainstreaming application more, provide in service trainings on special education to the teachers and increase the effectiveness of the existing practices, ensure school-family- teacher cooperation.

The way in which the children working with children in the education system approaches children and loves children is very important. Because children approach and children love can be considered as a means of achieving the goals. All the same time, the children take the role of adults and the individuals who communicate and interact with themselves as role models in the educational process. Therefore the behavior of the people who are taken as role models and their being away from the anger are also vital. From this point of view, it was aimed to determine whether there is a significant difference between the level of continuous anger-anger expression and the level of child love according to some sociodemographic variables, and to determine the relationship between continuous anger-anger expression styles and child love levels in the Vocational High School Child Development. Department students. In the research carried out in the screening model, the Department of child development of girls Vocational High School affiliated to the Bingöl Provincial Directorate of National Education worked with the students. “General Information Form”, “Continuous Anger- Anger Expression Style Scale” and “Barnett Child Love Scale” were used in the research. As a result of the study 54,6% of the participants were aged 16 and over, 42% of them were in the fourth grade, 51,2% had three or more siblings, 34,5% were the first children 41,3% her mother’s literacy and primary school graduation and 47,1% her father’s literacy and primary school graduation. 66,6% of the students were going to university, 75,1% did not take communication courses. As a result of the research, it was found out that as the level of the class increased, the students control the anger more, the anger level increased as the number of siblings increased, the children with two siblings could control the anger more the students, anger-control and child loving were found to have a meaningful relationship in the positive direction. Based on the results of the research, it can be suggested to organize the trainings for the anger control for the students, to implement the supportive education programs to increase tolerance and solidarity among the brothers in the family.