Happiness level of college teachers in relation to their Self-esteem and Professional ethics

Happiness is a fundamental human aspiration and plays a vital role in professional effectiveness, especially in the teaching profession, which demands dedication, responsibility, and ethical commitment. The present study examines the happiness level of college teachers in relation to their self-esteem and professional ethics, with special reference to undergraduate colleges in Jorhat district. A descriptive survey method was adopted for the study. The sample consisted of 70 college teachers, selected using simple random sampling for institutions and incidental sampling for teachers. Data were collected using standardized tools, namely the Subjective Happiness Scale, the Rosenberg Self-Esteem Scale, and the Teachers’ Professional Ethics Scale. Statistical techniques such as mean, standard deviation, skewness, kurtosis, critical ratio, and Pearson’s correlation coefficient were used for analysis. The results reveal that college teachers possess high levels of happiness, self-esteem, and professional ethics. Gender- and stream-wise comparisons show variations in happiness levels, though overall scores remain above average. Correlation analysis indicates a high positive relationship between happiness and job satisfaction (r = 0.62) and a moderate positive relationship between happiness and self-esteem (r = 0.48). The findings emphasize that teachers’ happiness is closely linked with their professional satisfaction and self-perception, highlighting the need to promote teacher well-being for effective teaching and institutional development.