Gender and Nature of School Organizations Predict Interdependent Happiness of Teachers

The study aimed to explicate the role of gender, types of school organizations and citizenship behaviour in shaping the interdependent happiness of the male and female secondary school teachers. The study employed a correlational design that recruited 118 males (M = 45.86, SD = 10.71) and 120 females (M = 43.24, SD = 9.79) by a convenient sampling. Gender and nature of school organizations demonstrated main effects for both organizational citizenship behaviour and interdependent happiness. The private teachers showed significantly higher mean scores on organizational citizenship behaviour and interdependent happiness as compared to central and state teachers. Irrespective of gender and types of schools, interdependent happiness exhibited a positive correlation with the scores of organizational citizenship behaviour. Interdependent happiness showed non-significant negative correlations with organizational citizenship behaviour of the male and female teachers of central and private schools. For state teachers, positive correlations were observed between these measures. Overall, a positive correlation was seen between these variables for the entire sample. The hierarchical regressions showed that gender and central school type contributed significant variance in the scores of interdependent happiness of the teachers while state and private school types did not. In essence, gender and types of school organization carry significant implications to underscore citizenship behaviour and interdependent happiness of the teachers. These findings may be useful for educationists, researchers and policymakers. Future directions for researchers have been suggested.