Research on Influence Relationgship of Happiness on Teaching Effectiveness amongst the University Teachers
Abstract
The present study investigates the influence of happiness on teaching effectiveness among university teachers. Happiness has been widely acknowledged in different domains like education and psychology, and its impacts on individuals are multifaceted. Among
the various influences, teaching effectiveness is a focal point in education, especially for university teachers. It is suggested that happiness could play a positive role in enhancing educational outcomes through improved teaching effectiveness. The primary objective of this
study is to understand the relationship between happiness and teaching effectiveness among university teachers to facilitate improved
educational outcomes and well-being of educators. This study comprises a comprehensive literature review, an analysis of the significance, research methods used, findings, and conclusions to draw the relationship. Future research implications and limitations are also outlined.
the various influences, teaching effectiveness is a focal point in education, especially for university teachers. It is suggested that happiness could play a positive role in enhancing educational outcomes through improved teaching effectiveness. The primary objective of this
study is to understand the relationship between happiness and teaching effectiveness among university teachers to facilitate improved
educational outcomes and well-being of educators. This study comprises a comprehensive literature review, an analysis of the significance, research methods used, findings, and conclusions to draw the relationship. Future research implications and limitations are also outlined.
Keywords
Happiness; Teaching effectiveness; University teachers; Well-being
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[1] Argyle, M., Martin, M., & Crossland, J. (1989). Happiness as a function of personality and social encounters. In J. P. Forgas & J. M. Innes (Eds.), Recent advances in social psychology (pp. 189-203). North-Holland.
[2] Marsh, H. W. (2007). Students' evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness. In The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 319-383). Springer Netherlands.
[3] Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
DOI: http://dx.doi.org/10.18686/ahe.v7i22.9714
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