A Study Of Attitude Of Mcd School Teachers Towards Happiness Curriculum

Abstract

Nelson Mandela rightly said that “our children are our country's greatest asset and the cornerstone upon which our future will be constructed, so they should be raised in the right manner”. But, Children who are enrolled in government schools are confronted with a number of challenges, including material deprivation, parental ignorance, a lack of importance placed on education, early participation in the workforce by children, an unfavourable attitude about going to school, and an improper environment at home. All of this ultimately results in mental unrest and decreased satisfaction. If we want our children to grow up content, happy, and fulfilled, we must teach them how to be peaceful. Due to their parents' hectic schedules, these children often feel abandoned at home and rely heavily on their teachers to instil in them a sense of right and wrong. Thus, it is crucial to put into practice educational programs that address students' brains and help them form moral judgments and achieve mental peace. In 2018, the government of Delhi took one such step by introducing a "happiness curriculum" (grades KG–8) into the public school system. Together with the honourable chief minister of Delhi, Mr. Arvind Kejriwal, our education minister, Mr. Manish Sisodia, realized the importance of cultivating happy people. The purpose of the program is to help pupils develop self-awareness and cognitive skills, encourage healthy character and mental health, lower anxiety and stress, and get students ready for the next generation. The spark, the soul, and the individual brightness of a child are all lit by teachers. To put it another way, educators are the ones responsible for lighting the child's personal candle. We learn the true spirit of success from our teachers, and they lead us down that road. They encourage their students' imaginations. Simply calling oneself a teacher doesn't do justice to the enormous weight of responsibility that comes with the job, particularly when it comes to the happiness of one's students, and that can be done by providing them with peace of mind and satisfaction. Therefore, the program should be well received by the teachers. Only then would they be in a better position to comprehend the significance and properly convey the happiness curriculum. In this work, the researcher attempts to look into the attitude of teachers toward the happiness curriculum. The research paper is based upon the following three aspects of attitudes: Cognitive attitude, Behavioural attitude and Affective attitude.  Using the convenience sample method, the researcher obtained data from 50 teachers (n = 50) in the Delhi government schools. With the aid of SPSS, the data will be analysed using the proper statistical methods, and the results will be inferred