Page No 410-419
Tannu Ajmani,
Research Scholar, Manav Rachna University
Tarundeep Kaur,
Assistant Professor, Manav Rachna University
The present study examined teachers’ attitudes towards the implementation of the
Happiness Curriculum in government schools, with specific reference to its cognitive,
affective, and behavioural components. A descriptive–correlational research design was
adopted, and data were collected from 50 government school teachers using a selfdeveloped
attitude scale based on a five-point Likert format. The reliability of the
instrument was established using Cronbach’s alpha, indicating satisfactory internal
consistency. Descriptive statistics were employed to assess teachers’ overall attitudes
and component-wise trends, while Pearson’s product–moment correlation was used to
examine relationships among the three attitude components. The findings revealed a
highly favourable overall attitude of teachers towards the Happiness Curriculum, with
the behavioural component recording the highest mean score, followed by the affective
and cognitive components. Correlation analysis indicated positive relationships among
all three components, with the strongest association observed between affective and
behavioural dimensions. The results suggest that while teachers’ understanding of the
Happiness Curriculum supports positive attitudes, emotional engagement plays a crucial
role in translating beliefs into classroom practices. The study highlights the importance
of addressing teachers’ cognitive understanding as well as their affective involvement
for the effective implementation of happiness-based educational initiatives.