Happiness management for teaching performance: Narrative review
Keywords:
Happiness management, Organizational climate, Teaching performance, Transformational leadership, Workplace well-beingAbstract
Introduction: This narrative review analyzed the relationship between happiness management and teaching performance, considering the growing evidence that emotional well-being and work climate directly influence educational quality. Materials and Methods: Following the QR method (Question & Reproducibility), three guiding questions were formulated, and a Scopus search (November 2024) using the terms “teaching performance” OR “happiness management” was conducted, yielding 386 records; after applying inclusion criteria (2020–2024, social sciences, final articles, open access) and an additional snowball search, 36 studies were selected. Results: The findings show a sustained increase in research since 2021 and three core conceptualizations of happiness management: as a strategy to promote a positive work climate, as a practice that enhances teacher well-being, and as an institutional capacity to create favorable environments; meanwhile, teaching performance is understood as a multidimensional construct integrating pedagogical, emotional, and adaptive dimensions. Discussion: Evidence shows that happiness management strengthens teacher motivation, commitment, creativity, and resilience, improving classroom practices and learning outcomes. Conclusions: The review concludes that workplace happiness is a key factor in teaching performance and that institutions should promote well-being policies, transformational leadership, and positive environments that enhance educational quality, recommending causal and mixed-method studies to address the limitations identified in the literature.
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