EDUCATE TO ELEVATE: CULTIVATING HOLISTIC EDUCATORS FOR A HAPPIER AND VALUE- DRIVEN SOCIETY

Abstract

In today's educational landscape, educators are increasingly recognized for their essential role in both delivering academic instruction and nurturing the comprehensive growth of learners. Intrinsic values, such as personal growth and community connection, contribute to happiness, which in turn enhances societal well-being by fostering prosocial behavior and collective flourishing. (Ryan, R. M, 2001). Eudaimonic happiness is cultivated through meaningful relationships, personal growth, purpose, and inner fulfillment rather than material wealth, power, or rigid schedules. It refers to a range of the balance positive and pleasant emotions, such as joy, pride, contentment, gratitude and living with ethics, (Bharadwaj, 2017). This paper proposes a holistic approach to teacher education, emphasizing the integration of core values, the pursuit of happiness, and the promotion of societal wellbeing. Researchers used three well-established questionnaires to assess core values, teacher happiness, and societal well-being among educators. The Core Values questionnaire, adapted from Schwartz's Values Survey (Schwartz, 1992), the Oxford Happiness Questionnaire, and the Societal Well-being Scale, adapted from Keyes' Social Well-being Scale (Keyes, 1998), were administered to a sample of 175 prospective teachers. Statistical analysis using Pearson's correlation coefficient revealed a strong positive correlation among the three variables. Specifically, the results indicated that teachers who scored high on core values also reported higher levels of happiness and societal well-being. These findings emphasize the importance of integrating core values and promoting well-being in teacher education programs to cultivate holistic educators.