EXPLORING IN-SERVICE TEACHERS’ BELIEFS ABOUT HAPPINESS AND HAPPINESS CURRICULUM

 

Aprajita Narula¹, Mani Bhasin Kalra²

¹Research Scholar, Department of Human Development and Childhood Studies, University of Delhi, New Delhi, India. Email: aprajitanarula@yahoo.co.in

²Ph.D., Associate Professor Dr., Department of Education, Lady Irwin College, University of Delhi, New Delhi, INDIA. Email: manibkalra@yahoo.com

 

Abstract

Metaphors are an interesting way to capture the implicit beliefs of humans and functions as a potent research tool to gather data on substantial thoughts and conceptions as theorized by individuals. How one makes meaning of the world can be found latent in the metaphoric linguistic underpinnings of individuals across various life domains. With respect to teachers, metaphors can be insightful in exploring the latent beliefs that guide their interactions with students and significant others bearing an impact on the teaching learning processes. The present research, which is a part of the larger study is aimed at exploring the beliefs of teachers on ‘Happiness’ and ‘Happiness Curriculum’ launched in state-run schools of Delhi, India. The sample for the study comprised fifty in-service school teachers taking ‘Happiness’ classes in schools apart from their own teaching subject. The tool of data collection constituted a questionnaire containing a total of seven items to gather metaphoric responses (Questions 1-6) that describe teachers’ beliefs about the construct of ‘Happiness’ and the ‘Happiness curriculum’. Further, one question required the teacher-participants to pictorially project their idea of the Happiness Curriculum, followed by a brief description, which further lent insights into their thoughts about the curriculum. The responses were subjected to content analysis.

Keywords: metaphors, teacher beliefs, happiness, Happiness Curriculum