Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(1), 22-28, 2024

https://doi.org/10.62574/rmpi.v4i1.96

Happiness at work and didactic praxis in university teachers

Felicidad laboral y praxis didáctica en docentes universitarios

Weslyn Erasmo Valverde-Alva

wvalverde@uns.edu.pe

Universidad Nacional del Santa, Chimbote, Ancash, Perú

https://orcid.org/0000-0002-6636-8452

ABSTRACT

The objective of this research is to determine the relationship between work happiness and

didactic praxis in university teachers of a Peruvian public university. A quantitative approach was

used in a population of 61 teachers. Obtaining a significance of 0.000 supports the affirmative

hypothesis of a relationship between happiness at work and didactic praxis. It is important to point

out that Spearman's Rho value reveals a moderate and positive relationship, at 0.403. Since there

is a relationship between the variables under study, it appears that happiness at work and didactic

praxis are intertwined in a synergic dance that raises the quality of education. By understanding

and fostering this connection, not only the well-being of the teacher is promoted, but also the

learning experience of students is enhanced, thus creating a virtuous cycle that enriches the very

fabric of education.

Descriptors: work attitudes; occupational psychology; educational research. (Source: UNESCO

Thesaurus).

RESUMEN

La investigación tiene por objetivo determinar la relación entre la felicidad laboral y praxis

didáctica en docentes universitarios de una universidad pública peruana. Se trabajó en enfoque

cuantitativo en población de 61 docentes. La obtención de una significancia de 0.000 respalda la

hipótesis afirmativa de una relación entre la felicidad laboral y la praxis didáctica. Es importante

señalar que el valor de Rho de Spearman revela una relación moderada y positiva, cifrada en

0.403. Al existir relación entre las variables de estudio, se presenta que la felicidad laboral y la

praxis didáctica se entrelazan en una danza sinérgica que eleva la calidad de la educación. Al

comprender y fomentar esta conexión, no solo se promueve el bienestar del docente, sino que

se potencia la experiencia de aprendizaje de los estudiantes, creando así un ciclo virtuoso que

enriquece el tejido mismo de la educación.

Descriptores: actitud laboral; psicología ocupacional; investigación pedagógica. (Fuente: Tesauro

UNESCO).

Received: 09/13/2023. Revised: 09/27/2023. Approved: 05/11/2023. Published: 01/01/2024.

Research articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(1), 22-28, 2024

Felicidad laboral y praxis didáctica en docentes universitarios

Happiness at work and didactic praxis in university teachers

Weslyn Erasmo Valverde-Alva

INTRODUCTION

In the dynamic and challenging environment of higher education, the convergence between job

happiness and the didactic praxis of university teachers has emerged as a field of growing interest

and importance (Valles-Montero, et al. 2021). Teachers' satisfaction and well-being not only

impact their personal quality of life, but also directly impact students' learning experience and the

overall effectiveness of higher education (Thakur, et al. 2022).

In this context, the present article aims to illuminate the integral relationship between work-related

happiness experienced by university teachers and its influence on pedagogical practices. At a

time when educational institutions face significant changes, including the transition to hybrid and

online teaching modalities, understanding how job happiness influences the adaptation and

effectiveness of teaching strategies becomes critical (Paetsch, et al. 2021), (Liu, et al. 2022).

This analysis not only addresses teachers' subjective satisfaction in their roles, but also examines

how this perception directly impacts creativity, motivation, and innovation in the design and

implementation of learning experiences. By putting the focus on the learning subject and

transforming educational practices, it underscores the importance of a learning-centered

approach to university faculty professional development (Rogowska & Meres, 2022).

The student evaluations highlight the general satisfaction with the strategies implemented,

highlighting the effectiveness of approaches such as virtual educational tours, debates and case

studies, as well as the importance of the active participation of the student body in the learning

process. It is evident how initial responses to the COVID-19 pandemic led to "emergency remote

teaching," with an initial focus on information transmission rather than meaningful pedagogical

processes. As the situation evolved, the need for a deeper understanding of the social and flexible

nature of learning processes was highlighted (Vallejo-Pilco, et al. 2022), (Wang, et al. 2023),

(Barrientos-Oradini, et al. 2022).

The importance of university teacher training is emphasized as a key to overcome current and

future challenges, and it is argued that the process of transition to virtual teaching goes beyond

technocratic solutions, requiring consideration of the particularities, needs and emotions of both

teachers and students (Chandran, et al. 2021). In addition, the relevance of work happiness in

this context is recognized, understood as an emotional state that goes beyond mere satisfaction,

significantly impacting the well-being and performance of university teachers. This article aims to

enrich the existing literature through a detailed exploration of this connection, thus providing a

critical and reflective view of teachers' well-being at work in this specific context.

In consideration of the above, the research aims to determine the relationship between

occupational happiness and didactic praxis in university teachers at a Peruvian public university.

METHOD

The present research is oriented towards expanding knowledge about specific variables through

a basic approach that allows each variable to be addressed individually. The scope of this study

is characterized as correlational, with the purpose of identifying and analyzing possible

relationships between the variables of interest. In terms of design, a non-experimental and cross-

sectional approach is adopted, which implies the absence of manipulation of variables and the

collection of data at a single point in time.

The study population consisted of 61 university teachers belonging to a public institution in Peru.

The inclusion criteria are based on hiring and teaching load during the 2023 - I semester, while

those teachers who are on leave during the aforementioned period are excluded.

Data collection was carried out through surveys and documentary analysis, using questionnaires

designed specifically for this purpose, as well as analysis sheets for the review of relevant

documents. The validity of the instruments is ensured by means of expert judgment, while

reliability is verified through a pilot test, which yields a value of over 0.70.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(1), 22-28, 2024

Felicidad laboral y praxis didáctica en docentes universitarios

Happiness at work and didactic praxis in university teachers

Weslyn Erasmo Valverde-Alva

Data processing is carried out using SPSS 25 software. Frequency tables and the normality test

are used as part of the statistical analysis to obtain a detailed understanding of the data

distribution.

Ethical considerations are a priority in the development of this research, ensuring that informed

consent is obtained from the participants, preserving the anonymity of the information collected

and ensuring that the data are used exclusively for research purposes. These ethical protocols

reinforce the integrity and validity of the study, respecting the rights and privacy of the participants

involved.

RESULTS

Research hypothesis:

H1: There is a relationship between happiness at work and didactic praxis in university teachers

at a Peruvian public university.

H0: There is no relationship between happiness at work and didactic praxis in university teachers

at a Peruvian public university.

Table 1. Correlation between happiness at work and didactic praxis.

Felicidad laboral

Praxis didáctica

Coeficiente de correlación

,403**

1,000

Rho de Spearman

Sig. (unilateral)

,000

**. Correlation is significant at the 0.01 level (one-sided).

Source: Own elaboration.

Table 1 shows that a significance of 0.000 supports the affirmative hypothesis of a relationship

between work happiness and didactic praxis. It is important to note that Spearman's Rho value

reveals a moderate and positive relationship, at 0.403.

DISCUSSION

In reference to the findings presented, (Loureiro, et al., 2016), highlight that happiness is closely

linked to the ability to establish meaningful connections with students. Educators who find

satisfaction in their work and show interest in the well-being and success of their students tend to

forge more authentic and solid relationships. This commitment manifests itself through mentoring

and tutoring, and it is crucial to generate positive relationships that facilitate effective

communication, provide emotional support, and establish a safe and motivating learning

environment. Therefore, teachers' happiness at work can directly impact the learning process of

students.

In addition to the aforementioned aspects, the attitude exhibited by teachers in their work

environment, resulting from interpersonal relationships with students, translates into the

happiness experienced in the learning environment. In turn, (Sutton, 2004) suggests that teachers

who manage to connect emotionally with their students and become determining figures for their

personal and academic development experience a sense of achievement and satisfaction. This

sense of gratification and personal fulfillment, derived from the relationship with students,

contributes to teachers' happiness at work.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(1), 22-28, 2024

Felicidad laboral y praxis didáctica en docentes universitarios

Happiness at work and didactic praxis in university teachers

Weslyn Erasmo Valverde-Alva

The happiest workers are also the most productive. Happiness at work is associated with better

teacher performance, understood as the improvement of their pedagogical practices (Resdasari,

et al., 2022). On the other hand, (Aloe, et al., 2014), explain that teachers who manifest work

happiness are those who have the freedom to choose pedagogical methods, plan their curriculum

and make decisions related to their teaching, which translates into greater satisfaction and

commitment to their work. This aspect is developed in didactic praxis, influencing the teacher's

ability to promote meaningful learning and, therefore, explaining efficient performance.

When work happiness is analyzed from the affective perspective, an increase in teachers' work

performance is observed. Likewise, (Marina, et al., 2015), explain that educators who experience

positive emotions, such as joy and satisfaction, tend to show a more positive attitude towards

teaching, which can have an impact on the classroom climate and the relationship with students.

In addition, emotionally healthy teachers have a greater capacity to manage stress and

challenges in the school environment, contributing to greater resilience and job satisfaction,

favorable dimensions to favor didactic praxis.

In addition, didactic praxis in the university setting, as a cornerstone, stands as an active and

reflective amalgam between educational theory and practice. When addressing a doctoral

scientific audience, the imperative need to inquire into how university teachers implement their

pedagogical knowledge in teaching and how this implementation affects the students' learning

process becomes undeniable. In this presentation, it is subjected to closer scrutiny: In the

university context, didactic praxis implies the effective implementation of pedagogical theories in

practical teaching situations. It is not limited to the mere transmission of information; rather, it

focuses on the design and implementation of learning strategies that go beyond the conventional,

fostering the active participation of students.

University didactic praxis transcends the mechanical application of teaching methods. It

represents a conscious adaptation to the specific characteristics of the students, the contents and

the academic environment. The diversity of learning styles, levels of prior knowledge and cultural

contexts present in the classroom demands meticulous consideration on the part of university

teachers. At present, university didactic praxis is enriched by the thoughtful integration of

educational technology. Teachers must employ digital tools strategically, not only to enhance the

learning experience, but also to foster collaboration and equip students for today's work

environment.

Assessment, as an integral component of didactic praxis, demands formative strategies that

provide continuous feedback to improve the learning process. In addition, summative assessment

must be not only fair and valid, but also perfectly aligned with the learning objectives. Therefore,

didactic praxis implies a perpetual reflective process. University teachers must critically evaluate

themselves, identify areas for improvement, and adjust their approach in line with changing

student needs and advances in educational research.

Emphasizing the importance of research from didactic praxis is essential. The generation of

pedagogical knowledge through research contributes not only to the development of better

educational practices, but also to the training of more effective teachers. In this sense, didactic

praxis implies a constant commitment to professional development. The active pursuit of training

opportunities, vigorous participation in communities of practice, and maintaining a constant

update on trends and developments in higher education are imperative. In this comprehensive

consideration, a deeper understanding of how university faculty can effectively amalgamate

theory and practice, ultimately elevating the quality of higher education, is offered.

From the foregoing; the intrinsic relationship between occupational happiness and didactic praxis

in the university educational setting is exposed; it is a fascinating field of study that reveals

profound connections between teacher well-being and teaching quality. In this complex web of

variables, a web unfolds in which happiness at work emerges as an essential catalyst that directly

influences the effectiveness of didactic praxis.

Happiness at work, understood as the satisfaction and sense of fulfillment that a teacher

experiences in his or her daily work, becomes the sap that nourishes didactic praxis. When an

educator finds joy in his or her work, this positive emotional state translates into a deeper

commitment to the teaching process. The satisfaction derived from authentic relationships with

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(1), 22-28, 2024

Felicidad laboral y praxis didáctica en docentes universitarios

Happiness at work and didactic praxis in university teachers

Weslyn Erasmo Valverde-Alva

students, as suggested by (Sutton, 2004), becomes a propulsive engine that drives the creation

of solid and meaningful bonds.

Didactic praxis, on the other hand, acts as the fertile ground in which the seed of happiness at

work germinates. The effective execution of pedagogical theories, the conscious adaptation to

the specific needs of students and the reflective integration of educational technology are

enhanced when teachers find joy in their work (Cascante-Flores, Nora, & Villanueva-Salazar, et

al. 2020). The freedom to choose pedagogical methods and make decisions related to teaching,

as highlighted by (Aloe, et al., 2014), becomes a catalyst that feeds the teacher's work happiness,

creating a virtuous cycle.

In this dynamic interweaving, the bidirectional relationship between occupational happiness and

didactic praxis is revealed as an essential component in the educational equation (Rodríguez-

Leudo, et al. 2021). Emotionally healthy teachers, who experience positive emotions such as joy

and satisfaction, not only influence the classroom climate and the relationship with students, but,

also become more resilient to the challenges of the school environment (Marina, et al. 2015).

CONCLUSION

As there is a relationship between the study variables, it is presented that work happiness and

didactic praxis are intertwined in a synergistic dance that elevates the quality of education. By

understanding and fostering this connection, not only the well-being of the teacher is promoted,

but also the learning experience of students is enhanced, thus creating a virtuous cycle that

enriches the very fabric of education. Happiness at work, understood as a beacon that guides the

teacher's attitude and commitment, is reflected in the way didactic praxis is approached. Enriching

interactions with students, the ability to adapt to diversity in the classroom and the willingness to

innovate teaching methods are fruits that flourish in the soil fertilized by happiness at work.

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with persons or institutions involved in the research.

ACKNOWLEDGMENTS

To the teachers who participated in the population sample.

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Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(1), 22-28, 2024

Felicidad laboral y praxis didáctica en docentes universitarios

Happiness at work and didactic praxis in university teachers

Weslyn Erasmo Valverde-Alva

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