Happiness at MBIS: Curating a Joyful and Positive workplace

Happiness at MBIS: Curating a Joyful and Positive workplace

The feeling of being happy is an ecstatic experience and it is something we all want to attain. Let us try to envision the same feeling at our respective workplaces. Happiness at educational institutions denotes teachers experience about their work and their feeling associated with work in a positive way.

At MBIS, teacher happiness comprises engagement at work and job satisfaction in school. Workplace happiness is considered crucial both for teachers and the respective educational institution. Happiness has a chain reaction on the productivity of an institution and the individual teacher’s well-being. Significant research in psychology reveals that workplace happiness increases the attention of teachers exhibiting positive moods, emotions, positive attitudes et al. Keeping this in mind at MBIS we schedule, plan and conduct workshops, events, activities on similar topics to help teachers explore their respective happiness index quotient and also introduce some positive strategies. We attempt to speak at length about some of the factors influencing workplace happiness which could depend on every individuals’ interests, needs, aspirations, personalities, perceptions, and expectations.  At MBIS, we aim to promote confidence, strength, healthy relationships, and assistance through interventions such as coaching, mentoring, individual learning plans and training sessions.

Staff wellbeing is on the staff meeting agenda and initiatives are taken to ensure staff and leaders all have the opportunity for equal input. The aim is to incorporate well-being as a part of the ongoing culture for teachers, students, and the larger learning community which in turn helps embed a positive and compassionate culture.

Creating a happy school entails cultivating a culture of happiness and a positive environment from the ground up. The coaching and mentoring at MBIS help to identify, develop, reinforce resilience techniques, and understand strategies for self-care, work-life balance as well as general knowledge about well-being. These initiatives reflect in long term wherein these interventions are effective in building an institution where students, teachers, and parents’ flourish. So let’s strive to make a large number of our waking hours at our respective workplaces a fulfilling and rewarding experience.

Sakina Palitanawala

Psychology Facilitator & School Counselor