Happiness Of Teachers Research Articles

Innovation of Teacher Assessment Standards and Its Impact on Teacher Welfare in the Context of Educational Modernization

Teachers play a core role in the process of educational modernization. This paper explores how to improve the sense of belonging, participation and happiness of teachers of different ages, academic qualifications, disciplines and positions by setting diversified teacher assessment standards, so as to give full play to the spirit of educators. The article proposes a series of specific strategies and methods through which private universities can motivate teachers to better develop and contribute and achieve the goal of educational modernization.

The Influence of Love for Work, Servant Leadership, and Perceived Organizational Support in the Happiness Level among Muhammadiyah Teachers

Happiness is important in maintaining the stability of human resources, including in the educational sector. However, studies on the happiness at work are still neglected. In the organizational scale, the discussion on happiness is compelling as it relates to work achievement or productivity. Moreover, studies on factors affecting happiness at work are still limited, especially in teachers who work under the auspices of Muhammadiyah. The present study determines the influence of work passion, servant leadership, and perceived organizational support on teachers' happiness levels in the workplace. The study used quantitative research with a correlation method. The research population is teachers of 54 Muhammadiyah schools in Yogyakarta. The sample was determined using proportional cluster random sampling with 28 schools and 263 teachers. The instruments evaluated were the work passion (α=0.975), servant leadership (α=0.952), perceived organizational support (α=0.869), and happiness at work scales (α=0.877). The data was analyzed using multiple regression analysis. The results showed that work passion, perceived organizational support, and servant leadership influence Muhammadiyah teachers' happiness at work in Yogyakarta. The teachers' personal (work passion) and organizational (principal leadership style) factors at work are essential to pay attention to in order to increase teacher happiness.

직무스트레스, 대인관계능력, 원장과 동료교사 사회적 지지가보육교사의 행복감에 미치는 영향

The purpose of this study is to investigate the effects of childcare teachers' job stress, interpersonal relationship skills, and social support of the director and fellow teacherson happiness. A survey was conducted on 952 childcare teachers working nationwide. Fordata analysis, SPSS Win. Using the 25.0 program, t-test, one-way variance analysis,correlation analysis, and multiple regression analysis were performed. The results of this studyshow that the happiness of childcare teachers according to their socio-demographiccharacteristics is male, single, 20-25 years old, college graduate, high average monthlyincome, 2-6 years of experience, and working in an institution with 100 students. This wasfound to be highIt appears that there is a correlation between the childcare teacher's feelings of happiness andjob stress, interpersonal skills, the director and fellow teachers, and social support. Factorsinfluencing the feelings of happiness of childcare teachers are in the order of social support ofthe director and fellow teachers, job stress, and interpersonal relationship ability. It is expectedthat social support will be actively implemented, such as promoting the happiness of childcareteachers and developing programs to improve the working environment.

A qualitative inquiry of minimalistic mindset outcomes on Iranian English language teachers’ well-being

Language teaching is a tense occupation wherein countless negative stressors such as students’ misbehaviors, low income, assessment issues, and personal conflicts might threaten the well-being and happiness of teachers. Thus, cultivating a flexible mindset responsive enough to tackle various stressors has become a promising research scope. In this vein, minimalism, as a worldview that helps people reduce unwanted and excessive distractors, might be a possible solution that would possibly reduce the teachers’ life and occupation stressors and cultivate their well-being-related strengths. However, the concept has been ignored in educational domains. Therefore, the present exploratory study sheds light on the minimalistic mindset of 34 Iranian English language teachers, recruited through purposeful sampling method and partook in an interview. Their answers were analyzed through thematic analysis to see whether minimalistic mindsets of teachers contribute to their welfare or not. The analyses of the qualitative data signaled that the findings would contribute to the educational psychology and language education literature by suggesting that teachers with minimalistic worldviews towards life are less stressed and concerned about distractors and are more prone to value inner peace, tolerance, and rapport in their personal and professional life.

Does learning organization create workplace happiness of educators? A post-pandemic perspective

BACKGROUND: Higher education industry has seen a dramatic shift in the new normal. Given that, the present study proposes learning organization as a predictor of happiness of teachers and the academic administrators because happiness is vital to enhancing performance during unprecedented times. OBJECTIVE: Drawing on the resource based view (RBV) and ability, motivation and opportunity (AMO) framework, this research aims to investigate workplace happiness of university-level educators in the post-pandemic era. It proposes learning organization as a determinant of happiness at work through indirect path of perceived organizational support. Furthermore, it also proposes moderation of achievement motivation between learning organization and workplace happiness. METHODS: Using simple random sampling, data were collected through survey questionnaire from 172 staff and faculty members of universities/HEIs in Sindh, Pakistan. The study employed structural equation modeling through SmartPLS for data analysis. RESULTS: The study findings suggest that learning organization indirectly predicts happiness at work through perceived organizational support. However, moderation of employee achievement motivation could not be supported. CONCLUSION: Applying learning organization model and utilizing AMO and RBV theories, the study offers implications from theoretical and managerial perspectives. It proposes a holistic framework for achieving workplace happiness amidst post-COVID era. The study recommends that during times of uncertainty, the universities/HEIs may implement the model of learning organization as a strategic tool to foster happiness at work. It could result in a satisfied, committed and engaged workforce. Limitations and future research areas are discussed.

The Happiness of Rural Teachers in West China

The Happiness of Rural Teachers in West China

“Investigation of primary education teachers' happiness and mentality resilience after the covid 19 pandemic”

As the role of primary education teachers is crucial in shaping the psychological and social conditions of the world’s future generations, it is important for teachers to be affective in their role. Their work efficacy, which depends on their psychological and mental state and their well-being, is related to subjective happiness and mental resilience being the two main determinants influencing the well-being of individuals. This quantitative study aims to investigate the levels of subjective happiness and mental resilience in primary education teachers and how these were affected after the COVID-19 pandemic. A quantitative survey questionnaire was used to analyze the factors contributing to the subjective happiness and mental resilience. The findings show that teachers with higher levels of happiness reported viewing their life and work more favorably, more positive outcomes at work, high self-satisfaction levels and greater ability to cope with challenges. Also, the study reveals that higher levels of happiness are preventing factors for the development of future psychological and mental disorders, while they have a negative correlation with disorders such as depression, and a positive correlation with mental resilience, self-perceived quality of life and flexibility in adverse situations.

HAPPY CLASS

This study includes a literature review on the phenomenon of happy class. The aim of the research is to examine the phenomena of happiness and classroom separately and to identify the intersection and cooperation areas of both concepts. It is emphasised that a happy class supports academic achievement by increasing motivation and improves students' emotional well-being. The happy class phenomenon is in line with the UNESCO happy schools project and aims to improve the impact of classrooms on the basis of student and teacher happiness. The theoretical foundations of the happy class phenomenon refer to rational, natural, open and innovative organisational theories. As a result, a happy class refers to a learning environment in which the goals set are achieved based on the happiness of students, teachers and parents. In this study, the importance of happy classes is emphasised and it is stated that students, teachers and parents should work together because a happy class is a shared responsibility between teachers, students and parents.

The Effect of the Food Expression Art Therapy Group Counseling Program on the Interpersonal Relationship and Happiness of Prospective Early Childhood Teachers

This study aimed to determine the impact on the interpersonal relationships and happiness of prospective early childhood teachers by applying a group counseling program for food expression art therapy. Eight fourth-grade students attending the Department of Early Childhood Education at G University in G City were selected to conduct a group counseling program applying food expression art therapy once a week for 90 minutes. Along with the program's progress, prospective early childhood teachers' interpersonal relationships and happiness were measured in pre- and post-extract, and repeated measurement variance analysis was conducted to verify the program's effectiveness according to the experimental design. In this study, the interpersonal relationship of prospective early childhood teachers was significant, and the subscale satisfaction, communication, trust, familiarity, sensitivity, openness, and understanding were all significant. In addition to happiness, subscale satisfaction and positive and negative emotions were also significant. The group counseling program applying food expression art therapy positively affects prospective early childhood teachers' interpersonal relationships and happiness, so it is necessary to expand this program.

The Mediating Effects of Grit in the Relationship between Mindsets and Happiness of Pre-Service Teachers

The Mediating Effects of Grit in the Relationship between Mindsets and Happiness of Pre-Service Teachers

THE AFTERMATHS OF UNMANAGED TEACHER-TEACHER PROFESSIONAL RELATIONS IN SENIOR HIGH SCHOOLS IN THE TAMALE EDUCATION METROPOLIS, GHANA

The study adopted the qualitative research approach to understand the lived experiences of teachers with regard to the aftermaths of unmanaged teacher-teacher professional relations in senior high schools in the Tamale Education Metropolis. A purposive sampling technique was used to select fifteen (15) secondary school teachers. Face-to-face in-depth individual interviews were conducted. Data were collected through the use of the Pen-and-Paper Personal method. Thematic analytical method was used to analyse collected data. Findings were that the aftermaths of unmanaged teacher-teacher professional relations in schools include teacher stress and burnout, teacher inadequate belongingness and motivation, chaos and conflict, inadequate team spirit and collaboration among teachers, uncooperative teacher behaviours and inadequate knowledge and information sharing among teachers. Recommendations made were that school management in meetings should create rooms where there is open communication and adequate interactions among all teachers and where all teachers are encouraged to develop strong love, care and concern for the well-being and happiness of colleague teachers. The school management should work with the Ghana Education Service to train and equip all teachers on strategies to deal and cope with stress as a result of poor teacher-teacher relations. Team-building exercises should be organized by school management where experts in Team Building are invited to educate and instill in all teachers the need for them to have a high level of team spirit.

Retracted: An Evaluation Model of Career Happiness and Job Performance of Political Teachers Based on Correlation Analysis in Positive Emotional Environment.

[This retracts the article DOI: 10.1155/2022/2653998.].

Relationship Between Personnel Management Skill And Happiness Index Among Lecturers At Higher Education Institutions In Henan Province, China

The teaching profession has become one of the most stressful jobs, which has a negative impact on the performance of lecturers and their sense of well-being. The main purpose of this study is to investigate the influence of factors related to personnel management skills on the happiness index of teachers in colleges and universities. Teachers’ well-being can promote efficiency, create a positive work climate, and help achieve organizational goals and objectives. By analysing teachers’ happiness index, organizations can guarantee the sustainability of their operations.
 The method of this study focuses on the main quantitative methods and studies the relationship between personnel management, personnel training, personnel welfare, personnel performance evaluation, and the teacher happiness index. The survey was conducted among 300 participants to obtain sufficient data for analysis. These data were subjected to descriptive analysis, correlation analysis, and regression analysis with SPSS.
 It was observed that there is a strong positive correlation between personnel management and the happiness index. In order to improve the lecturer’s happiness, there is need for personnel performance appraisal. The result indicates that there is positive relation between personnel training and lecturers' happiness index. The interconnectedness among the factors influencing each other has been verified through these statistical tests. The Pearson correlation values for each of the predictors were positive with happiness index. Thus, it is evident that to improve happiness index among the lecturers, it is important to have personnel management skills.

PENGARUH FAKTOR DIMENSI PERASAAN DAN DIMENSI MAKNA HIDUP TERHADAP KEBAHAGIAAN INDIVIDU GURU DI KOTA PALEMBANG

Individual happiness is the hope that humans want to achieve during life in the world. Many factors influence the value of happiness, including self-control and feeling useful for others. This research is to find out whether the teaching profession can achieve individual happiness which will affect organizational performance. The research method used is descriptive by conducting a survey aimed at obtaining information on teacher happiness using a Likert scale with the dimensions of feeling and the dimensions of the meaning of life. The conclusion of the positive respondent's perception on the statement that the dimensions of feelings and dimensions of the meaning of life affect individual happiness

You Smile, I Smile: The Influence of Teachers’ Happiness to Grade 10 Students’ Perception of their Performance

The process of learning is emotional as well as intellectual. With this principle, it is assumed that both teachers and students need to have a positive mental and emotional state during the class. However, studies about the influence of teachers’ happiness to the students’ performance are scarce. Therefore, the researchers sought to know the students’ perception on this topic. Through convenience sampling, thirty respondents were chosen from the population of Grade 10 students enrolled in Manuel G. Araullo High School. They answered a questionnaire composed of both closed and open-ended questions. Mode and mean were used to analyze the collected data. This study determined the top seven indicators of teacher’s happiness. A teacher is seen as happy by the learners when the teacher smiles; he/she starts the class discussion with greetings; he/she seems to enjoy while teaching; he/she is kind; he/she teaches in a nice way; he/she is full of energy; and, he/she is active. Majority of the students say that their teachers are happy 51-75% of the time. Students perceive that their teachers’ happiness and lack of happiness both influence their learning. Specifically, they do not learn the lesson anymore if their teachers are not happy. Students also believe they learn the most if their teachers are happy. It is recommended that the teachers manifest the top seven indicators of teachers’ happiness. Teachers are encouraged to study if there are significant relationships between the happiness of teachers and the happiness of student and their academic performance. Keywords – academic performance, happiness, perception

예비유아교사의 놀이교수효능감이 행복감과 놀이성에 미치는 영향

Objectives The purpose of this study is to identify the level of play teaching efficacy, happiness, and playfulness of pre-service early childhood teachers, and to investigate the effect of teaching efficacy on happiness and playfulness.
 Methods According to the purpose of the study, a survey was conducted to find out the level of play teaching efficacy, happiness, and playfulness among 144 students attending early childhood education departments at four-year universities in Seoul and Gyeonggi.
 Results Pre-service early childhood teachers' play-teaching efficacy, happiness, and playfulness appeared to be above average, and there was a positive correlation between play-teaching efficacy, happiness, and playfulness. In addition, pre-service early childhood teachers' teaching efficacy was found to have a positive effect on their happiness and playfulness.
 Conclusions According to the results of this study, a curriculum that can enhance pre-service early childhood teachers' sense of play teaching efficacy should be provided. In addition, it suggests that teacher support training should be provided to enhance happiness and playfulness of teachers through play teaching efficacy.

보육교사의 교사효능감과 행복의 관계에서 사회적 지지의 매개효과

Objectives The purpose of this study was to examine the mediating effect of social support on the relationship between teacher efficacy and happiness of childcare teachers.
 Methods To this end, a Google survey consisting of a self-evaluation scale to measure teacher efficacy, happiness, and social support was conducted on 240 teachers working at childcare centers located in G-do. For the collected data, descriptive statistics, reliability analysis, and correlation analysis were performed using SPSS 23.0, and then mediating effect analysis was performed using Process macro 4.0.
 Results First, teacher efficacy, happiness, and social support of childcare teachers were all above average, and teacher efficacy, happiness, and social support of childcare teachers all had a positive correlation with each other. Second, teacher efficacy of childcare teachers has a positive effect on happiness, and it was found that a part of teacher efficacy affects happiness through social support.
 Conclusions The results of this study provided implications for improving the happiness of childcare teachers by confirming the role and importance of teacher efficacy and social support as variables that can affect the happiness of childcare teachers.

Measurement of Coupling Coordination Between Vocational Happiness and Affective Education Ability of Young Teachers

When teachers are giving affective education, their emotional communication with students is a kind of state or process during which teachers’ work pressure can be alleviated when they are cultivating students’ sentiment, in the meantime, they also could attain positive mental quality and a sense of vocational happiness. Regarding the relationship between young teachers’ vocational happiness and their Affective Education Ability (AEA), only 1-2 articles have discussed it from the perspective of a single ability, there isn’t complete research on the AEA system of teachers. Therefore, to fill in this research blank, this paper aims to measure the coupling and coordination between the development of young teachers’ vocational happiness and their AEA, in the hopes of providing a piece of useful evidence for relevant research. The theory of emotional intelligence and positive psychology serve as the theoretical basis of this paper. In the second chapter, this paper builds a framework for young teachers’ affective education and an AEA training model, and employs Artificial Neural Network (ANN) to extract the time series data features of the divided six evaluation indexes of young teachers’ AEA. In the third chapter, this paper uses the Coupling Coordination Degree (CCD) to measure the coupling and coordination of the development level young teachers’ vocational happiness and their six kinds of AEA, and gives the quantification process. In the fourth chapter, this paper adopts the Grey Relational Analysis (GRA) to quantify the influence degree of all indexes on young teachers’ vocational happiness and their six kinds of AEA, thereby realizing the quantitative measurement of each evaluation index on the comprehensive development of the two. At last, experimental results are drawn to verify the measurement and analysis results of the coupling and coordination of the two.

Study on the Relationship between Career Happiness and Turnover Intention of Teachers in Private Universities

Study on the Relationship between Career Happiness and Turnover Intention of Teachers in Private Universities

보육교사의 자아존중감과 행복감의 관계에서 교수몰입의 매개효과

Objectives The purpose of this study is to find out the general trends of self-esteem, teaching flow, and happiness of childcare teachers, and to confirm the mediating effect of teaching flow in the relationship between self-esteem and happiness of childcare teachers. Methods A survey of childcare teachers in Seoul and Gyeonggi province, was conducted to measure self-esteem, teaching commitment, and happiness. Data were collected from April 1 to April 30, 2022, and 227 questionnaires were analyzed with the SPSS 25.0 program. The data analysis method was conducted with Pearson's correlation analysis, Baron and Kenny's mediating effect analysis, and Sobel test. Results It was found that the overall self-esteem, happiness, and teaching flow of childcare teachers were higher than that of the middle, and there was a positive correlation between all variables. When teaching flow was added in the explanatory power of self-esteem and happiness, it was found that teaching flow had a partial mediating effect in the relationship between self-esteem and happiness while having higher explanatory power. Conclusions The importance of self-esteem and teaching flow was confirmed to increase the happiness of childcare teachers. In order to improve the happiness of childcare teachers, it is necessary to develop and implement programs to improve self-esteem of pre-service childcare teachers and prepare measures to increase the experience of teaching flow.