Factors Affecting Happiness of Government Teachers and Educational Personnel in the Eastern Economic Corridor (EEC)
DOI:
https://doi.org/10.60027/iarj.2026.e289606Keywords:
Factors Affecting Happiness of Government, Happiness of Work, Teachers and Educational Personnel, The Eastern Economic Corridor (EEC)Abstract
Background and Aims: Based on interviews with teachers and educational personnel in the Eastern Economic Corridor (EEC), it was found that many teachers are burdened with tasks unrelated to teaching. Inappropriate compensation and excessive workload have negatively affected their teaching performance and overall work happiness (Interview, 2024). Consequently, the researcher was interested in studying the factors influencing work happiness among teachers and educational personnel in the EEC. The objectives of this research were: (1) to study the level of work happiness among government teachers and educational personnel in the EEC; (2) to examine the factors influencing their work happiness; (3) to investigate the relationships between interpersonal relationships, compensation and welfare, job achievement, and supervisory support with work happiness; and (4) to develop a predictive model of factors affecting work happiness in this population.
Methodology: This study employed a quantitative research design. The sample consisted of 375 government teachers and educational personnel in the EEC during the 2024 academic year. The sample size was determined using Krejcie and Morgan’s table, and stratified random sampling was applied based on educational service area offices. The research instrument was a five-point Likert scale questionnaire, which was validated by experts and had a high reliability coefficient of 0.979. Data were analyzed using both descriptive and inferential statistics, including mean, standard deviation, Pearson’s correlation coefficient, and multiple regression analysis.
Results: 1) The overall level of work happiness among teachers and educational personnel in the EEC was high. 2) The factors influencing work happiness, both overall and in specific aspects, were also at a high level. 3) Interpersonal relationships, compensation and welfare, job achievement, and supervisory support were all positively correlated with work happiness at a high level. 4) The best predictors of work happiness were: (1) interpersonal relationships, (2) job achievement, and (3) supervisory support. Together, these three factors could predict work happiness at a statistically significant level (p < .01), accounting for 59.60% of the variance.
The predictive equation for work happiness in raw scores was:
\widehat{Y} = 0.388 + 0.455(X1) + 0.147(X3) + 0.266(X4)
The predictive equation in the form of standardized scores is:
\widehat{Z} = 0.461(Z1) + 0.149(Z3) + 0.362(Z4)
Conclusion: The promotion of positive interpersonal relationships within organizations, recognition of job achievement, and support from supervisors are critical factors that effectively enhance job satisfaction among government teachers and educational personnel in the Eastern Economic Corridor. These findings provide valuable insights for educational administrators to improve workplace satisfaction and overall employee performance.
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