Educational Policy Analysis and Strategic Research - Vol 15 - Issue 1 - School Happiness: A Grounded Theory

Oct 15, 2026

Uploaded by dabgoudw

This study develops a grounded theory of school happiness grounded in perspectives from teachers, school administrators, parents, and students. Conducted in a qualitative grounded theory model, the study includes 18 teachers, 14 administrators, 13 parents, and 20 students, using snowball sampling to form the participant groups. Twelve main qualifications related to school happiness are identified, including physical equipment, school and learning environments, communication and collaboration, education policy, social activities, school management, teacher qualifications, school distinct, student centeredness, learning activities, and student qualifications. Priority levels differ by group: teachers emphasize environment, management, and equipment; administrators emphasize environment, equipment, and policy; parents emphasize equipment, environment, and cooperation; students emphasize learning environment, school environment, and equipment.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Introduction

Definitions of happiness

School happiness concept and stakeholder expectations

Educational Policy Analysis and Strategic Research Volume 15, Issue 1 March 2020 [epasr.penpublishing.net](epasr.penpublishing.net)[ ](epasr.penpublishing.net)ISSN: 1949-4270 (Print) 1949-4289 (Online) School Happiness: A Grounded Theory Senol Sezer & Ertug Can To cite this article Sezer, S. & Can, E. (2020) . School Happiness: A Grounded Theory. Educational Policy Analysis and Strategic Research, 15(1), 44-62. doi: 10.29329/epasr.2020.236.3 | Published Online | March 24, 2020 | | --- | --- | | Article Views | 16 single - 50 cumulative | | Article Download | 30 single - 64 cumulative | | DOI | [https://doi.org/10.29329/epasr.2020.236.3](https://doi.org/10.29329/epasr.2020.236.3) | Pen Academic is an independent international publisher committed to publishing academic books, journals, encyclopedias, handbooks of research of the highest quality in the fields of Education, Social Sciences, Science and Agriculture. Pen Academic created an open access system to spread the scientific knowledge freely. For more information about PEN, please contact: [info@penpublishing.net](info@penpublishing.net) This document downloaded from [96.253.117.48](96.253.117.48) [2 times] Midlothian / United States on Wed, 08 Apr 2020 22:08:13 +0300 Pen Academic Publishing, Canakkale/Turkey Telephone: +90 286 243 06 66 | Fax: +90 286 213 08 [00 | info@penpublishing.net | www.penpublishing.net](00 | info@penpublishing.net | www.penpublishing.net) School Happiness: A Grounded Theory Şenol SEZER1 Ordu University Ertuğ CAN2 Kırklareli University Abstract In this study, it was aimed to develop a school happiness theory based on the opinions of the teachers, school administrators, parents, and students. This study was designed in a qualitative grounded theory model. The study groups were 18 teachers, 14 school administrators, 13 parents, and 20 students. Snowball sampling method was used to determine the study groups. Twelve main qualifications were identified related to the school happiness. These main qualifications were physical equipment, school environment, learning environment, communication and collaboration, education policy, social activities, school management, teacher qualifications, school distinct, student centeredness, learning activities, and student qualifications. The results indicated that the priority level of the main qualifications varies from one participant group to another. The teachers give priority school environment, school management, and physical equipment. On the other hand school administrators give more priority to the school environment, physical equipment, and education policy for school happiness. The parents give more priority to the physical equipment, school environment, cooperation and communication for school happiness. In addition, the students give more priority to the learning environment, school environment, and physical equipment. According to these results, it can be suggested that school society should be in cooperation and communication for effective school environment, physical equipment should be coordinated for talent education, learning environment should be organized considering multi-faceted development of the students to increase school happiness. Keywords: Happiness, School happiness, Priority, Qualification, Grounded theory DOI: 10.29329/epasr.2020.236.3 1 Assoc. Prof.Dr., Faculty of Education, Ordu University, Turkey, ORCID: 0000-0001-8800-6017 Correspondence: [senolsezer.28@gmail.com](senolsezer.28@gmail.com) 2 Assoc. Prof. Dr., Kırklareli University, Science and Literature Faculty, Educational Science Department, Turkey, ORCID: 0000-0002-0885-9042 Email: [ertugcan@gmail.com](ertugcan@gmail.com) 44 This document downloaded from [96.253.117.48](96.253.117.48) [2 times] Midlothian / United States on Wed, 08 Apr 2020 22:08:13 +0300 Introduction Happiness was defined by researchers in different ways. Happiness is defined by Huebner (1991) as the life s

FAQs

What is the study’s primary aim regarding school happiness?

To develop a school happiness theory based on the opinions of teachers, school administrators, parents, and students.

What research design and sampling method are used?

The study uses a qualitative grounded theory model and snowball sampling to determine the participant groups.

Which main qualifications for school happiness are identified?

Twelve qualifications are identified, including physical equipment, school and learning environments, communication and collaboration, education policy, social activities, school management, teacher qualifications, school distinct, student centeredness, learning activities, and student qualifications.

Oct 15, 2026

Uploaded by dabgoudw