The purpose of this study was to examine the factors associated with happiness at work among high school teachers in Vietnam. The research aimed to identify how demographic variables and work-related factors influence the well-being of educators across different regions. A cross-sectional research design was employed. Data were collected from 1,025 high school teachers in the Northern, Central, and Southern regions of Vietnam using a convenience sampling approach. The Happiness at Work scale and 11 single-item measures were used to gather data. Statistical analyses, including one-way ANOVA and hierarchical multiple regression, were performed using SPSS software to identify significant predictors. It was found that there were no significant differences in overall happiness at work between male and female teachers. However, significant differences were observed across age groups and years of teaching experience, with older and more experienced teachers reporting higher levels of happiness. Regional differences were also identified, as teachers in the Northern region reported higher well-being compared to those in other areas. Regression analysis revealed that professional recognition and teaching experience were consistent positive predictors of happiness. In contrast, collaboration was found to be negatively associated with teacher well-being. The findings suggest that teacher happiness is influenced by both personal and organizational factors. Recognition from school management is considered a vital resource for enhancing teacher well-being. Furthermore, the negative impact of collaboration suggests that administrative burdens should be reduced to prevent teacher stress. These results may provide a basis for developing policies to improve teacher retention and educational quality in Vietnam.
Nguyen-Thi et al. (Wed,) studied this question.