This study researched teachers and their happiness experiences in the Arab community and recommends different ways to enrich and improve these experiences.   This study is to benefit the professional development of the teachers’ happiness experience through analyzing the gains of these teachers.  

This author is outlining her first steps as an educational counselor and is a teacher in elementary and as well as high school.   She has encountered teachers that were fatigued, not appreciated, and had no motivation.   This lead to the quality of life at work as being somewhat boring and more importantly caused them no happiness in the work place.  

Workers with a positive way of thinking and a higher self esteem have a better chance to succeed at work, says Salegman (2002).   Having enjoyment and satisfaction in the workplays is key.   This makes workers set goals and challenges and work better and harder in order to achieve them.  

This study is designed to follow the phenomenological constructivist paradigm and is well suited to the goals of the study and the study group.   There were three tools of research that were used:
  1. The narrative journals in which teachers reported their experiences of happiness from diverse schools.
  2. A researcher diary which the author wrote happiness experiences from her work.
  3. Ten different interviews with teachers from different schools.
The findings showed that……

  * Teachers should invest themselves and develop their most important source of happiness   (students)
  * There is a need for planning a continuing education program in order to reinforce relationships among teachers so that colleagues become a stronger source of the happiness experiences.
These activities are most important since it was found that colleagues are the weakest source of happiness experiences.   Teachers should nourish their relationships with the professional ladder (school managers, module leaders, and inspectors) who could, through...