Guidelines for developing happiness in learning among teaching profession students in the western region

Abstract

This research aimed 1) to study levels of happiness in the learning of students in the teaching profession in the Western Region, 2) to compare happiness in the learning of students in the teaching profession in the Western Region, classified by year class, 3) to develop and examine a causal model of happiness in the learning of students in the teaching profession in the Western Region, and 4) to present guidelines for developing happiness in the learning of students in the teaching profession in the Western Region. The research employed Mixed Methods Research. Quantitative data were collected using a questionnaire. The sample was 504 undergraduate students in the teaching profession in the Western Region, obtained by stratified random sampling. Data were analyzed using descriptive statistics, one-way ANOVA, and structural equation modeling (SEM). Qualitative data were collected using interviews with 12 educational psychologists, faculty administrators, and instructors from faculties of education in the Western Region, who were purposively sampled. Data were analyzed using content analysis. The findings revealed that: 1) The overall happiness in the learning of students in the teaching profession in the Western Region, on the whole, was at a high level (M = 4.01, SD = 0.45), as the aspect of having a relationship with others was at the highest level (M = 4.11, SD = 0.57), followed by self-happiness towards learning (M = 4.06, SD = 0.53), and happiness with the courses they are taking (M = 3.85, SD = 0.53), respectively. 2) The results of the comparison of happiness in the learning of students in the teaching profession in the Western Region were not differences. 3) The causal model of happiness in the learning of students in the teaching profession in the Western Region was consistent with the empirical data. The variable that had the highest total effect was student-centered learning (TE = .547), followed by self-esteem (TE = .529) and learning environment (TE = .330), respectively. All variables together described up to 80.10 percent of the variance of happiness in learning. 4) The guidelines for developing happiness in the learning of students in the teaching profession in the Western Region were (1) learning management consisting of a variety of teaching and learning methods, activities, and media that are modern and appropriate to the course context; (2) learning management emphasizing students’ participation; (3) learning management focusing on the development of analytical thinking skills and self-awareness; (4) love, compassion, and friendship given by instructors and advisors; (5) organizing activities promoting public mind and resilience enhancement; (6) organizing activities strengthening love, faith and understanding of the teaching profession, (7) environmental management supporting and facilitating learning and (8) providing space for learning outside the classroom.