Workplace Happiness of Teachers in Schools under the Nakhon Si Thammarat Primary Educational Service Area Office 3

Abstract

This research article aimed to: 1) examine the level of teachers’ happiness at work in schools under the Nakhon Si Thammarat Primary Educational Service Area Office 3; 2) compare teachers’ happiness at work as classified by work experience, compensation, and school size; and 3) to compile recommendations and guidelines for enhancing teachers' job satisfaction. The study employed a survey research design. The population and sample consisted of teachers working in schools under the Nakhon Si Thammarat Primary Educational Service Area Office 3, selected through proportionate stratified random sampling. The research instrument was a five-point Likert scale questionnaire with acceptable Index of Item-Objective Congruence (IOC) values and high overall reliability. Data were analyzed using frequency, percentage, mean, standard deviation,  One-way ANOVA, and Scheffé’s method for post-hoc pairwise comparisons. The research findings revealed that the overall level of teachers’ work happiness was at the highest level. When considering each aspect, it was found that achievement in work had the highest mean score, followed by love for the job and recognition. The aspect with the lowest mean score was interpersonal relationships. The comparative analysis revealed that teachers with different work experience, compensation, and school sizes exhibited statistically significant differences in their levels of job satisfaction. Key development guidelines include reducing non-teaching workloads, promoting participation in school administration, creating a positive working atmosphere, and providing recognition and appreciation. These approaches aim to strengthen a happy organization and enhance the quality of educational management.