School Administrators’ and Teachers’ Perceptions of School Happiness in Türkiye: A Phenomenological Inquiry

Abstract

This study aimed to understand how the concept of school happiness is perceived as a fundamental purpose of education by examining the views of school administrators and teachers on school happiness in depth. In the study, a phenomenological design, one of the qualitative research methods, and maximum variation sampling, one of the purposeful sampling methods, were employed. 30 teachers, 19 vice principals and 12 school principals participated voluntarily in the interviews conducted in schools. A semi-structured interview form was used in the study, and the data were analysed by content analysis. The participants conceptualised school happiness as the experience of spending quality time together. Overall, the findings indicated that school happiness was associated with effective communication, shared activities, and a peaceful school climate, while unhappiness was primarily linked to indiscipline and management problems.