Happiness Level of Teachers and Analyzing its Relation with Some Variables

Abstract

Happy and successful societies are possible through training of healthy, happy and successful individuals. Responsibility of raising healthy happy and successful individuals belongs to parents as well as teachers. The purpose of this research is to determine the factors that differentiate happiness of teachers who work at primary, secondary and high school levels and to present the necessary suggestions for raising happier individuals. In addition, due to lack of research focused on happiness of teachers, the aim is also to contribute to the literature. Sample space consists of 448 teachers, who are teaching in elementary, middle school and high school levels, working in 36 different schools. The happiness scores of the teachers were generally higher than average and it is concluded that the teachers' happiness scores did not differ significantly according to age, marital status, number of children, seniority and income levels. However, there is a significant difference in happiness scores of teachers who are willing to go to school and teachers who are unwilling to go to school.

The Correlation between Level of School Happiness and Teacher Autonomy in Jordan

“…In their study of school happiness levels among Turkish teachers, Sezer and Can (2019) found no statistically significant difference was found in school happiness levels attributable to gender variable. Mertoglu (2018) found a generally high happiness level among Turkish teachers but no statistically significant differences attributable to any of the variables -age, gender or marital status. Buragohain and Hazarika (2015) found that the no statically significant differences in the levels of school happiness attribute to gender variable.…”

Kebahagiaan pada guru sekolah luar biasa (SLB)

“…Kebahagiaan dapat diperoleh dengan cara menilai dan memaknai hidup sebagai hal yang berharga, memahami diri sendiri, dan menemukan energy positif atau kelebihan dalam diri, kemudian mengembangkan dan menerapkan kelebihan tersebut untuk kegiatan yang positif (Seligman, 2005). Penelitian yang dilakukan oleh Mertoğlu (2018), menunjukkan bahwa secara umum seorang guru merasakan senang atau bahagia ketika menjalankan perannya sebagai guru. Berdasarkan data dari 4 informan penelitian diperoleh hasil yang dapat dilihat pada gambar 1.…”

The Effect of Network-Based PUMA Teaching-Learning Model on Information Literacy, Computational Thinking, and Communication Skills

“…Computational thinking was derived from the algorithmic thinking proposed by Newell et al (1960) [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31]. The concept was embodied and further developed by Wing as a necessary competency for students [16].…”

“…In the Korea Ministry of Education's 2009 revised curriculum, computational thinking is defined as the ability to understand basic concepts and principles of information science and technology and apply them to observing and solving various problems in real life [18][19][20][21][22][23][24][25][26][27][28][29][30][31][32]. In the 2015 revised curriculum, computational thinking is defined as the ability to understand diverse disciplines and apply creative solutions to real-life situations using basic concepts, principles, and computing systems [1].…”

“…The Korea Ministry of Education has since divided the computational thinking component into six categories: (1) structuring, (2) organizing, (3) abstraction, (4) automation, (5) optimization, and (6) generalization. Based on the results of a Delphi survey conducted by computer education professors at national universities of education around the globe, the Korea Association of Information Education (KAIE) narrowed the components of computational thinking to five categories: (1) problem definition, (2) data analysis, (3) abstraction, (4) automation, and (5) generalization [20] [21]. The definitions for each category are as follows:…”