Subjective happiness among special education teachers and normal teachers - a comparative study

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Association for Nutrition (United Kingdom)

Department of Physical Education and Sports Pondicherry University (India)

Subjective happiness among special education teachers and normal teachers - a comparative study

Rajendran R.P.

associate nutritionist

Singh R.M.

associate professor

Abstract

subjective happiness education teacher

Background: Higher levels of emotional intelligence (EI) is correlated with more positive subjective well-being among those who work in the human services industry. This study compared and contrasted the levels of EI among a small group of Indian school teachers, looking for the EI dimensions that best explained their levels of subjective pleasure.

Methods: The sample was composed of sixty Indian school teachers (all females) from different education institutions were selected for the study. The selected samples were purposively divided into two groups special education teachers and normal teachers. All subjects were evaluated using a subjective pleasure measure. As a statistical tool, the t-test was used to compare the subjective happiness of special education teachers with normal education teachers. The significance test's degree of confidence was set at 0.05.

Results: The derived «t» value was -10.4 and the table value was 1.6. However, the obtained t value is greater than the table value, Hence, the data explain why special school teachers are happier than regular teachers.

Conclusion: This study expands the contribution of EI dimensions to the comparison of subjective happiness. However, the sample size is significantly smaller compared to other relevant and comparable research in the same field. Furthermore, research is required to identify other correlations with other variables.

Keywords: Emotional intelligence, subjective happiness, teacher

Introduction

Happiness is a significant indicator of teachers ' quality of life since they spend most of their time in direct contact with kids and parents, whose interactions require them to be focused, cheerful, and enthusiastic. Also, teachers ' subjective levels of satisfaction are significant because they influence their propensity to educate and connect with students proactively, which may minimize teacher burnout. Hence, teachers are one of the professions most likely to encounter stressful conditions, relative to other human services occupations. dealing with student misbehaviors and discipline issues, a hard workload and time constraints, competing staff relationships in school administration, and parental pressure and criticism. Many of these organizational elements may have everyday effects on teachers' mental health and their capacity to educate successfully and give good support to their students.

As the educational system is one of the most important service providers for our children in modern society, enhancing the well-being of teaching staff is a primary objective for ensuring healthy teaching staff and fostering a supportive school climate that promotes positive and effective student learning. Consistently, a positive psychology approach has been utilized to study whether individual variables, in addition to organizational aspects, predispose workers to well-being. Indicators of teachers' well-being, such as happiness, are influenced by factors such as individual resources, good job attitudes, and personal and work-related dynamics. Emotional intelligence (EI) is one unique resource that can help to cope and eventually boost subjective happiness (EI).

Special education instructors experience increased professional pressure in the classroom, particularly those in India who work in special education institutions with different curriculum requirements, evaluation, administration, etc. While inspired by the Western idea of inclusive education, special education schools remain the primary educational institutions for children with disabilities in India. Education is one of the most ubiquitous aspects of a person's life and has a strong correlation with SWB. The function and responsibilities of special educators are distinct from those of regular educators. In addition, exceptional educators have a tendency to employ and devote great emotions, effort, and energy to their work. They are also teachers of children with single or multiple handicaps. There is a scarcity of special educators in India and globally.

Nowadays, inclusive education is a must. As a field of study, psychologists have not exhaustively examined this. For this reason, CSE (positive personality trait) and SWB (positive and negative impacts, life satisfaction) were studied in order to examine the positive personality characteristics and influenced factors underpinning the disposition of special and regular school instructors.

Methodology

A cross-sectional survey of school teachers was undertaken. Thirty special educators teaching in ordinary schools that encourage inclusive education and thirty regular educators were randomly selected from a total of sixty educators. Both groups attended secondary school. Normal educators have a bachelor's degree in education, whereas special educators were required to get a post-graduate credential from a government agency. The primary role and responsibility of special educators were to provide additional care and assistance to students who required more time - on the recommendation of class or subject teachers, to develop intervention strategies, and to evaluate the report cards of all students at the end of monthly/quarterly exams.

Subjects were evaluated using a subjective pleasure measure. A four-item scale for measuring subjective happiness. Each task is completed by selecting one of seven selections that complete a specified sentence fragment. Each of the four questions has its own set of answers. The first two items ask people to rate how they are generally happy about their life (1 = not a very happy person, 7 = a very happy person) and how happy they are in comparison with their peers (1 = less happy, 7 = more happy). The last two items ask respondents to what extent the characterization of a happy and of an unhappy person describe themselves (1 = not at all, 7 = a great deal). Higher scores on this measure indicate greater subjective happiness.

Analysis

The statistical distribution of the data was explored for each of the measures. The t-test was employed as a statistical method to compare the subjective happiness of special education instructors with regular education teachers. The significance test confidence level was established at 0.05.

Results

The table reveals that the obtained «t» value of -10.453 was significantly greater than the table value of 1.671 Since the `t' value is -10.453 it is greater than the required table value of 1.671 there is a significant difference between the two groups namely Normal Teacher and Special Teacher. The result shows special teachers are happier than normal school teachers.

Table 1. Basic population characters of the study participants

Table 2. Comparison of 2 groups using T-test

Conclusion

The main goal of the study was to compare the subjective happiness of normal school teachers and special school teachers in India.

From the analysis of data, the following conclusions were drawn:

There was a significant difference in the subjective happiness between normal school teachers and special school teachers;

However the study indicates that special school teachers have a high level of subjective happiness index than normal teachers;

It may be because of the special school teachers are dealing with special children.

References

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