Role of Happiness and Teaching Performances MyAssignmenthelp.com

Question: Discuss about the Role of Happiness and Teaching Performances. Answer: Introduction: As experts say, the happiness of teachers at school matter a lot as it creates a rippling impact leading to creation of a positive aura within communities. It is often seen that the teachers find themselves under tremendous pressure because of the attention they have to pay to the upcoming tests, thus lending most of their time fighting and trying to bridge the gap between discipline and the conflicts that arise. This leads to a constraint towards formation of a class which is happy and content. Thus it is very clear that the happiness of teachers and their personal and professional well being is a must for the development of the educational centres successfully. It is a well known fact that a students brain is connected to the learning he attains at a school. Therefore it is expected that the teachers take all the pains to identify the facts about the same. There are various variables that affect the happiness of teachers at schools such as the people, students, parents, process and the place. Thus with regards people, the relationship within the school with various others is an important factor which does have an impact on the happiness of teachers at schools. They being respected for their diverse cultures and ensuring working together irrespective of the nationality of a teacher is equally important in todays world of globalisation. Second is the process adopted by the school of a teacher is equally important a viable that determines happiness. Processes which justifies the work load of the teachers, encouraging them to adopt newer methods of teaching along with being accomplished and acknowledged for their work and lastly dealing with their stress and mental health issues all have a major implication of happiness at schools (Hamilton, 2015). Discipline also has a great being on the happiness of teachers as if the word discipline is construed in a negative sense then the teachers will never be happy implementing the same on the students. Democracy is what should be ultimately practiced in any school by any teacher as being democratic will always enable a teacher to be happy from within. Thus these variables do have an ever lasting impact on the happiness of teachers at schools which is evident from the results that the students show as a part of their curriculum results (Schiller, Hinton, 2015). If the teachers are happy, then they feel encouraged to take initiatives to improvise their performance at schools thus enabling to develop happier students. A happy teacher will always try to mentally connect with the students, increase positive interactions and thus be preferred by all. The consequences of being happy at schools is that the students look forward to attend their school and if the teachers have a happy attitude, then they all the more show more interest in that particular subject. The results are shown in the form of higher grades the students get along with the positive attitude they develop towards their lives. However the same is not possible only by getting a happy environment at homes, but the environment of the school and that which the teacher creates in the classroom also has a great impact on being happy at schools. This was from the view point of a student i.e. the result of being happy at schools. From a teachers point, if a teacher is happy at school then she would not miss her classes and always take an initiative to teach something new and also ensure to convert her teaching styles and techniques into interesting ones which would help the students to grasp the topic with ease (Lightfoot, 2016). Further to this a teacher , if is found to be happy with his job at a particular school then he or she will always be more professional and committed towards his or her job and not switch schools easily. For a teacher, even though pay is important but at the same time the environment of the school is equally important for making him ir her happy or content, thus the consequence is that the school also feels less pressure from teachers for increasing pay (Yadav, 2012). Teachers can be made happy at schools by developing a background that would give confidence to the teachers at a school to always keep smiling and have a positive attitude towards their profession at all times. A study was published in the issue of the month of October of American Educational Research Journal which showed four ways how a teacher can be kept happy by schools. They are an administration which concentrates upon development of a teachers profession, providing them with a safe work environment, expecting higher grades from students and a feeling of partnership and teamwork within teachers (Eckhardt, 2016). Thus it can be rightly said that if a teacher is provided with a positive environment wherein their career and professional development happens in a positive manner, the said stance is said to be one of the major ways to keep a teacher happy by schools. Along with the same, the quality of such a development being distributed amongst the teachers also matters a lot. Further if the students perform well, this also makes the teachers happy at schools as they are get praises from other teachers, students as well as parents. This encourages them to behave like this and improvise their teaching skills day in and day out (Gurney, 2015). Also if the school provides an environment wherein there is a positive cohesion between the students and teachers then such a combination promotes safety and security and higher expectations from both the parties. Lastly this attitude enables opposing of the concentration on single teacher (Westin, 2012). Thus on a concluding note, it can be rightly said that happiness of teachers at school has a three fold impact, one on the teachers career and personal development, second on the students future and thirdly on the school also as happy teachers give birth to good well behaved students which in turn leads to better reputation of school. Happiness of teachers cannot be ignored as they are integral part of a student as well as a schools success. If they are not happy, then they will never be able to produce expected results and the kind of students people expect. Thus their happiness should not be ignored and given utmost priority. References: Eckhardt,S., (2016), Four Things Schools Can Do to Keep Teachers Happy, Available at https://www.takepart.com/article/2016/11/06/how-improve-teacher-turnover-rates (Accessed 02nd May 2017) Gurney,J., (2015), Happiness in schools starts with the head teacher, Available at https://www.telegraph.co.uk/education/educationnews/12011709/Happiness-in-schools-starts-with-the-head-teacher.html (Accessed 02nd May 2017) Hamilton,L.S., (2015), Teacher Matter : Understanding Teachers Impact on Student Achievement, Available at https://www.rand.org/education/projects/measuring-teacher-effectiveness/teachers-matter.html (Accessed 02nd May 2017) Lightfoot,L., (2016), Tips on reducing teacher stress from the happiest school on earth, Available at https://www.theguardian.com/education/2016/mar/22/teaching-crisis-school-what-keep-them (Accessed 02nd May 2017) Schiller,L., Hinton, C., (2015), Its true : happier students get higher grades, Available at https://theconversation.com/its-true-happier-students-get-higher-grades-41488 (Accessed 02nd May 2017) Westin,D., (2012), 10 ways to keep your teachers happy, Available at https://www.informededucation.com/10-ways-to-keep-your-teachers-happy/ (Accessed 02nd May 2017) Yadav,B., (2012), Role of Happiness and Teaching Performances (Effectiveness) Among School Teachers, Indian Journal of Applies Research, vol.2, no. 3, pp. 164-166