Characteristics of the Highly Happy Senior Secondary School Teachers in Relation to Their Satisfaction with Life and Selected Socio Educational Variables

INTRODUCTION

A school without a teacher is just like a body without the soul, a skeleton without flesh and blood, a shadow without substance. A teacher is a dynamic force of a school. The National Policy on Education 1986 emphasize: “The status of the teacher reflects the socio-cultural ethos of the society; it is said that no people can rise above the level of its teachers”. Dr. S. Radhakrishnan said: „The teacher‟s place in society is of vital importance. He acts as the pivot for the transmission of intellectual traditions and technical skills from generation to generation and helps to keep the lamp of civilization burning.‟ Such exhortations are indeed an expression of the important role played by the teachers as transmitters, inspirers and promoters of man‟s eternal quest for knowledge.‟ „Education is not a mechanical activity of information transmission and teachers are not information dispensers. Teachers need to be looked at as crucial mediating agents through whom curriculum is transacted and knowledge is co-constructed along with learners.‟ (NCFTE-2009). As the teacher is the pivot of the formal educational system. He plays a vital role in the building of life of tender students through awakening enlightenment and transmission of intellectual traditions and technical skills from generation to generation and helps to keep the lamp of civilization burning. It may be assumed that the affective domain related qualities like „Emotional Intelligence‟ Happiness and „Satisfaction With Life‟ of teachers, particularly Senior School Teachers who mainly deal with the tender minds of the adolescent children, are of paramount significance for the success of the educational endeavors. Happiness is a state of mind that is of prime importance for handling inter personal as well as intra personal relationships sufficiently. Proper handling of human relationship is of utmost importance for the teachers in order to properly motivate, guide and help their students. It has been evident from the latest scenario of rapidly developing management sector also that dedication, commitment, persistence, happiness and balanced mental state etc. are now being considered to be of vital importance for the success

In view of the above, the investigator attempted to make an empirically study on Happiness of Senior School Teachers in relation to their Satisfaction With Life and Selected Socio-Educational Variables in a scientific and systematic manner to understand these variables comprehensively and in the proper context. This research paper has-been prepared by the investigator on the basis of the analysis of the relevant data collected by administering appropriate tools on a sample of 271 Senior Secondary School teachers of Govt. aided and Unaided private (Public) Senior Secondary Schools of administrative District Central and District East under the Directorate of Education, GNCT Delhi. The Data were collected from May 2016 to December 2016 and analyzed subsequently. The investigator identified „Highly Happy Senior Secondary School Teachers‟ on the basis of the scores obtained by them in the „Happiness Scale‟ translated in Hindi by Joshi J.K. A list of Happiness Scale score >= q3 (75th percentile and above) i.e. H >=60 of total sample Highly Happy Senior Secondary School Teachers (N=72) were arranged in descending order with regard to all the relevant information concerned with them. In order to describe the characteristics of Highly Happy Senior Secondary School Teachers, following variables have been used by the researcher:- 1. Satisfaction with Life 2. Sex 3. Occupational Status of Spouse 4. Academic Stream The following three tools were employed to group the sample Senior Secondary School Teachers and get the relevant data:- 1. Personal Data Schedule developed by the researcher, 2. Happiness Scale translated in Hindi by Joshi J.K. 3. Satisfaction With Life Scale (SWL) developed by Ed Diener et al (1985).

1. To identify the Highly Happy Senior Secondary School Teachers. 3. To identify the characteristics of Highly Happy Senior Secondary School Teachers in Relation to their Selected Socio Educational Variables.

In order to attain the objectives of the study, the total sample Highly Happy Senior Secondary School Teachers (N=72), identified on the basis of their Happiness Scale Scores >= q3 (75th percentile and above) i.e. EI >= 60 were arranged in descending order with regard to all the relevant information concerned with them, that is, Satisfaction with Life, Sex, Occupational Status of Spouse and Academic Stream have been presented in Table 1.

Table 1 reveals the following with regard to the Highly Happy Senior Secondary School Teachers in terms of their Sex, Occupational Status of Spouse and Academic Stream, described below:- 1. 33.33% of Highly Happy Senior Secondary School Teachers were highly Satisfied With Life. 2. Only 16.66% of Highly Happy Senior Secondary School Teachers were lowly Satisfied With Life. 3. 56.94% of Highly Happy Senior Secondary School Teachers were females. 5. 87.50% of Highly Happy Senior Secondary School Teachers had employed spouses. 6. Only 12.50% of Highly Happy Senior Secondary School Teachers had unemployed spouses. 7. 26.39% of Highly Happy Senior Secondary School Teachers were from Science stream. 8. 73.61% of Highly Happy Senior Secondary School Teachers were from Non Science stream.

On the basis of above observations the characteristics of Highly Happy Senior Secondary School Teachers in terms of their Satisfaction with Life, Sex, Occupational Status of Spouse, Educational Status of Spouse and Academic Stream may be described below:- 1. More of the Highly Happy Senior Secondary School Teachers tend to be highly satisfied with life. This implies that there is a positive relation between happiness and satisfaction with life. 2. More number of the Highly Happy Senior Secondary School Teachers tends to be female. This implies that women on average, are more happy and enjoy their work. 3. More number of the Highly Happy Senior Secondary School Teachers had employed spouses. It implies that employment of spouse seems to be an important variable in life. This finding of the study shows a rising tendency of working couples in the society in every profession seeking happiness which is a welcome sign. 4. More number of Highly Happy Senior Secondary School Teachers were from Non Science stream as compared to Science stream. This implies that the non science stream teachers are more stress free and enjoy their work.

These conclusions are of immense significance for all those individuals and organizations who are interested in the welfare of the Senior Secondary School Teachers. These conclusions are of vital importance for teachers, parents, educationists, educational planners and social workers who are actively engaged in the welfare of the senior secondary schools & other institutes of education. significantly and positively related with each other. This finding can be used by the government education policy makers at various levels of schools, and institutions to get more effective results. 2. Women on average, enjoy their work in any walk of life, show more empathy, and are more adept interpersonally. Hence female teachers seem to handle the emotions during the course of teaching learning process with happiness. 3. Employment of spouse seems to be an important variable in life. This finding of the study shows a rising tendency of working couples in the society in every profession for seeking happiness in their life. 4. Education planners may plan to have more participation of Non science stream teachers in happiness related tasks in the schools.

Pandey, Manoj Kumar (2010). “Study of Emotional Intelligence and Satisfaction with Life of Education for All (EFA) Programme Functionaries of Uttarakhand in Relation to their Gender and Academic Factors.”, Unpublished (Ph.D.) Thesis submitted to Kumaun University, Nainital, pp. 91-92. Joshi, Bhuwan Chandra (Cannu) (2013). “Study of Spiritual Intelligence, Emotional Intelligence related abilities and Happiness of Prosperous Teachers in relation to some Socio-familial and Educational variables.”, Unpublished (Ph.D.) Thesis submitted to Kumaun University, Nainital, pp. 189-191. Dalai, Lama: „World is becoming Happier place now‟ Face book Twitter. Dacey, J.S. (1979); „Adolescent Today‟ Daly planet communication (2001) International Institute for transformation. Day, H. (1968); Role of Specific Curiosity in School Achievement, Journal of Educational Psychology. Diener et al.(1985) The Satisfaction With Life Scale, Journal of Personality Assessment, Vol. 49, No. 1

Ex. Director, Uttarakhand Open University, Haldwani, District-Nainital