The Relationship Between Teacher Participation in School Management and Teachers’ Happiness at Work: A Case Study of Romkaew Kindergarten School
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Abstract
This research article aimed to 1) examine the level of teacher participation in school administration, 2) investigate the level of teachers’ happiness at work, and 3) analyze the relationship between teacher participation and teachers’ happiness at work within the context of a Happy School. The study employed a quantitative case study design, using the concepts of Participative Management and the Happy School framework as its conceptual foundation. The research was conducted at Romkaew Kindergarten School. The sample consisted of 60 teachers and educational personnel, selected through purposive sampling. The research instrument was a five-point Likert-scale questionnaire comprising sections: (1) teacher participation, and (2) teachers’ happiness at work. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as inferential statistics using Pearson’s correlation coefficient. The findings revealed that the overall level of teacher participation in school administration was high (X̄ = 4.32, S.D. = 0.45), with participation in continuous improvement and development receiving the highest mean score. The overall level of teachers’ happiness at work was also high (X̄ = 4.25, S.D. = 0.50), with the People dimension recording the highest mean score. Furthermore, teacher participation demonstrated a strong positive relationship with teachers’ happiness at work, with statistical significance at the .01 level (r = 0.72). These findings indicate that greater teacher participation in school administration is associated with higher levels of happiness at work among teachers.
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